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INTHRNATIONAL
EXPRESS

PRE.INTE RM EDIATE

Teacher's Resource Book


with photocopiable rnaterial

Liz Taylor
with Resource files by Tracy Byrne and Liz Taylor

OXTORD
IJNIVERSITY PRBSS
Cou rse overview
lntroduction Learner needs
International Express Pre-Intermediate is a course for adult professional
learners. These learners
. need English as a language of international communication in both
professional and social contexts
. need to review and build on the grammar they have already covered
. need to develop fluency and accuracy
. need to extend and develop their active and passive vocabulary
. have limited time available for study
. can develop strategies to enable them to take control of their own
lea rn ing.

Course aims
Inter nat i o nal E xp r e s s provides
. clear learning aims, targeted to learners' needs
r the grammar, vocabula ry, and functions necessary for learners to become
operational in a range of professional and social situations
. a new approach to grammar which guides learners to work out rules of
meaning and usage, supported by clear, easily accessible grammar
summaries and reference material
o strategies for effective vocabulary learning
. materials adapted from authentic sources, to reflect learners'needs and
expectations.

Rationale Syllabus and approach


The grammatical, lexical, and functional content of the course is targeted
specifically to meet those needs which adult professional learners have in
common. The choice of items, and the order in which they are introduced, is
determined by frequency, and usefulness to the learners' operational needs.
Grammar items are presented in realistic contexts, chosen to reflect both
meaning and use. Learners analyse data and examples from listening or
reading texts, and are then guided to work out rules. The accompanying
Pocket Book is used in class. to verify conclusions. and is also a reference
source.
Vocabulary development
Vocabulary development is especially important for learners at this level.
Each unit has a topic which provides a natural context for the grammar,
vocabulary, and functions introduced. Topics are chosen for their interest
and usefulness, and develop the learner's range of key vocabulary. In
addition, the'Wordpower section of each unit presents effective strategies for
organizing and learning vocabulary.
Focus on functions
Key functional exponents, selected for their high frequency and usefulness
for common professional and social situations, are presented, to enable
learners to increase their confidence in dealing with those situations. The
focus is on interaction, on both initiation and response.
The exponents present a separate situational syllabus, linked by theme and
topic to other sections of the unit.

2a
Teacher's Resource Book The Teacher's Resource Book has two main sections:
o Teaching notes
o Resource file
Teaching notes
The teaching notes have been written with both the experienced and the less
experienced teacher in mind. The detailed, step-by-step guide to teaching
each unit is designed for the less experienced teacher in particular. The
experienced teacher may also find the other material in the teaching notes
useful.
The notes include some background information about topics; key
vocabulary needed for each activity; suggestions and ideas for extra practice
and follow-up activities.
Answers to the exercises in the Student's Book, and a full listening script, are
incorporated.
Resource file
The Resource file is a source of photocopiable material which can be
used either as extension or consolidation material, or for revision. The
detailed teaching notes indicate the first point at which a piece of material
can be used.
Materials in the Resource file are organized into files: Grammar, with
additional practice activities, and grammar games with cards which aim to
develop students' understanding and use of tenses; Vocabulary, with
material for regular and systematic reviews of the key vocabulary in each
unit; Skills, with texts adapted from authentic sources to provide additional
vocabulary and skills work, and a variety of role-play, discussion, and
speaking activities; and Functions, with activities to review the functional
language from the Focus on functions sections.
There is an additional Writing file which is not directly linked to the
Student's Book and which can be used as appropriate. This gives models
and task practice for writing emails, faxes, and letters.
There are also three tests, which can be used after Units 4, 8, and 12.
The Resource file has brief instructions for activities where these are
necessary, and a photocopiable answer key.

Teacher's Resource Book: contents


Course overview
Introduction p.2
Student's Book contents p. 5
Approaches p.6
Teaching notes pp.8-69
Review units
Introduction and answers pp.70-71'
Resource file
Introduction and instructions pp.72-74
Photocopiable materials pp.7 5-148
TestsA-C pp.149-155
Answer key pp.156-1,63
Listening scripts pp. 164-1,7 5

fs
Student's Book: Unit structure Each unit has four sections. The sections are linked by topic, and are
designed to follow on from one another. Wordpower and Focus on functions
have their own developmental syllabus, to enable them to be followed as a
separate strand, if necessary.
Language focus presents and practises the target grammar in a context
related to the general topic of the unit. It has four stages:
1 An introductory activity which sets the scene for the presentation topic.
This activity aims to stimulate interest, to find out what learners already
know about the topic, and to introduce and check vocabulary. It is either
a brief discussion stimulus - questions, photos, or extracts which give
information to the topic. It is designed as a
;.rTA*:i i:#ilo".und
2 Presentatlon of the target grammar in a realistic context, a listening or
reading text related to the,topic of the unit. Comprehension is checked by
questrons or a transter task.
3 Grammar analysis, which focuses on examples of the target grammar
from the presentation text, and guides learners towards formulating
rules. Learners are then referred to the grammar summaries and reference
material in the Pocket Book.
4 Practice. This provides a series of activities, moving from controlled to
freer practice, designed to enable learners to gain fluency and confidence
rn using the target grammar. There is a variety of individual, pairwork,
and group work activities, which maximize opportunity for intensive
practice. This stage ends with a group activity which provides an
opportunity for freer communicative practice, followed by a feedback
activity such as a mini-presentation.
Pronunciation is included in each unit. This section has either discrete item
pronunciation practice, or work on stress, rhythm, and intonation. Learners
are asked to identify and discriminate, then practise particular points linked
to the focus of the unit. It aims to raise awareness.
Wordpower presents and activates a lexical set or semantic field related to
the topic of the unit. At the same time it introduces a variety of strategies for
organizingand learning vocabulary effectively, which learners can use
independently. It has two stages:
1 Introduction of topic-related vocabulary, demonstrating a particular
vocabulary learning strategy.
2 A follow-up practice activity, to activate the vocabulary introduced.
Skills focus has longer listening and reading texts, adapted from authentic
sources, which provide further exposure to the target grammar of the unit
and develop listening, speaking, and reading skills. It has four stages:
1 A preview to introduce and stimulate interest in the topic, through a quiz,
discussion, short text or questionnaire.
2 A task or tasks to complete while reading or listening. This might involve
finding the answers to the preview quiz, completing a chart, or preparing
questions for other students.
3 Follow-up. These are pairwork and group work communicative activities
such as discussions, writing tasks or presentations, designed to activate
new vocabulary and to build confidence.
Focus on functions presents and practises basic key phrases which adult
professionals need for socializing and telephoning. To provide continuity,
and a clear context, the Focus on functions dialogues develop a scenario
involving a number of characters. There are two main stages:
1 A range ofpossible exponents is presented. Students then identify the
exponents being used in a recorded dialogue.
2 Controlled, then freer role-play. This provides the opportunity to build
fluency and confidence.

4a
Stu de nt's Boo k Co nte nts
Unit 1 p.5 Present Simple, WD- questions Personal information English in the world Introductions,
First meetings Frequency adverbs file greetings, and
Pronunciation: intonation of Learning vocabulary goodbyes
questlons

Unit2p.1.4 Present Simple and Present Work file Describing a company Making contact
The world of work Continuous Verb groups
Pronunciation: strong and weak
forms of do ldu,/, ldal, and does
/dnz/, ldezl
'Welcoming
Unit3 p.24 Past Simple Sports and leisure file Solo achievements a visitor
Challenges Regular and irregular verbs \Word maps
Pronunciation: -ed endings rn
Past Simple

Unit 4 p.32 Futures: Present Continuous, Hotel file Emails, faxes, and Staying at a hotel
'Words
Plans and going to + infinitive and symbols letters
arrangements Pronunciation: strong and weak
forms ol to ltu./, lte/

Review Unit 4p.42

UnitS p.46 Mass and count nouns Food file Slow down and enjoy At a restaurant
rWord groups life
How healthy is your some and any, a lot of/lots of,
lifestyle ? mucb/many, a little/a few
Pronunciation: word stress

Unit 6 p.56 Comparative and superlative Air travel file Transformations Making
Flying gets cheaper adjectives \7ord groups arrangements
Pronunciation: the /a/ sound in
words and sentences

Unit7 p.64 Past Simple and Present Perfect Trends fi1e The best companies to Opinions and
Changing lives Simple The language of work for suggestlons
Pronunciation: strong and weak graphs Agreeing and
forms of haue and hauen't, has disagreeing
and hasn't, /r/, /e/

Unit8p.74 Modal verbs: should/shouldn't, Descriptions file Across cultures Invitations


Crossing cultures may,might Using a dictionary and
haue to/don't haue to, word building
it's important to/not to
Pronunciation: contrastive stress

Review UnitB p.82

Unit I p.86 Present Perfect Simple and Business headlines file Changing China Offers and requests
'W'ord
For over a century Continuous, since and for families and
collocation
Pronunciation: word
STTESS

UnitlO p.96 Future: tuill + infrnitle Prepositions of place Living longer, growing Asking for
'Will our planet 1st Conditional, if and when fi1e younger information
survive? Pronunciation ltl and li:l Preposition diagrams

Unit11 p.106 2nd Conditional City description file The best cities to Social responses
Getting around in Pronunciation: contractions in 1st Topic groups and live in
cities and 2nd Conditional sentences collocations

Unit12p.112 Passives: Present Simple, Past Descriptions file Strange but true Thanking for
The story of cork Simple, Present Perfect, Future \7ord building hospitality. Saying
Pronunciation: linking goodbye

Review Unit C
p.120

Listening scrapt p.1. 24 o5


Answer key p.136
Approaches: working with lnternational Express
The adult learner
Adult learners have experience, knowledge, skills, and abilities which can be
put to good use in the language learning situation. The tasks and activities in
International Express require learners to take responsibility, to initiate, to
make decisions. Handing over responsibilitg whether for working out a rule,
for deciding on effective learning strategies, or for running a group activity,
can have a very positive effect on learners' confidence, and is an essential
part of enabling learners to become operational. Effective learning is guided
by the teacher, but the learner is encourage d at all times to be independent.
Grammar
The approach taken encourages learners to think about meaning, analyse
examples, and complete rules in order to discover the concepts and use of
different grammar structures. Learners are guided to use language as data
from which they can work out rules and concepts for themselves.
Your students may be unfamiliar with this approach to grammar, so at the
beginning of the course, work with them as they complete the rules in the
grammar section, questioning and prompting them so they understand how
they can use data to work out rules of meaning and usage. The teaching
notes give suggestions for using examples of the target structure in the
Language focus listening and reading texts to guide students, and of the
questions you might ask in the early stages.
At the end of each grammar section, use the grammar summaries and tables
in the Pocket Book to check and confirm with your students the hypotheses
they made. Encourage them to use the Pocket Book regularly.

Group activities
The group work tasks in International Express are designed to be done as
'students in charge' activities. As a general rule, put students in charge of
group activities as often as possible, so they get used to leading this part of
the lesson. Make sure they understand their role and responsibilities first,
then hand control over to them. In group discussions, for example, appoint
a student as chairperson in charge of the discussion, instead of leading the
discussion yourself.
All learners need to understand very clearly what they have to do in group
activities. Explain the task clearly and set a time limit where appropriate.
During the preparation stage, walk round and check progress, helping
where necessary, but let the students take control of the activity whenever
possible. This can be very motivating as it increases involvement in learning
and enables the learners to make use of their own skills and experience.
There are many opportunities in International Express for students to make
presentations, present results, or give feedback at the end of a group task. If
an overhead projector is available, give students transparencies so they can
prepare a presentation.
\fhen the students are in control, take a back seat so students no longer
focus on you as the person in charge. Monitor students' use of language
and do remedial work on mistakes later. Remember also to give positive
feedback. Praise students for what they did well, both in terms of their use of
language and the way in which they carried out the task.

Feedback and correction


Students need feedback on the language they produce, but the amount of
correction, and the techniques used, depend on the stage of the lesson and
the learners' needs. It is important that your students know when you will
correct them, and you may want to spend time at the beginning of the course
agreeing with them when and how they can expect correction and feedback.
Always give the student who made a mistake the opportunity to self-correcr,
then invite correction from other students. If no one can correct the mistake,
give the correction, check students understand it and get them to repeat the
correct verslon.
6o
In whole class activities in the Language focus and Practice stages of the lesson,
where you are working on the target structufe in a controlled exercise, cofrect
on the spot. In group work and freer practice activities, on the spot correction
may interfere. Intervene in such activities only when help is needed or when
communication breaks down. Use the Monitor sheet in the Teacher's Book
Resource file to make a note of the most important mistakes' and do
remedial work on the mistakes later. Write the mistakes on the whiteboard'
or give students photocopies of the Monitor sheet. Students then work in
pairs or groups and try to correct the mistakes' You may also like to give
each student a blank Monitor sheet where they can note down corrections.

Vocabulary
Wordpower presents and practises a variety of strategies for organizing and
remembering vocabulary. Encourage your students to experiment with
different strategies, and allocate time in class to discuss how effective they find
them. Encourage learners to decide what is the most efficient strategy for them.
They are provided with a range of strategies and techniques to choose from.
The teaching notes for each lesson suggest the vocabulary which needs to be
checked at a particular point. Depending on your students' needs, decide
whether you want to teach the vocabulary for active use' or for passive
understanding. For active use, elicit or explain the meaning, and ask check
questions to make sure students have understood. Then provide practice
contexts in which students can use the new vocabulary and practise the
pronunciation. Encourage your students always to record active vocabulary.
Some vocabulary needs only to be checked in order that it does not interfere
with understanding.
Review vocabulary regularly. There are vocabulary sections in both the
Review Units and the Tests, and regular vocabulary reviews in the Teacher's
Resource file.

Organizing group work and pairwork


There is a variety of individual, pairwork, and group work activities rn
International Express.In very small classes you may prefer to do some of
these activities as whole class activities, rather than divide students into
pairs or groups. It is important for the stages of a lesson to have avariety of
both activity and interaction patterns, however, and putting students into
pairs or groups gives them more opportunity to speak' It also encourages
students to work with each other and creates a classroom atmosphere in
which learners expect to learn from each other as well as from the teacher.
Some pairwork activities are in two stages' to maximize the communicative
value of the task, and to give students the opportunity to work with a number
of people. Students first work together as AA' BB pairs, for example, to
prepare questions for a survey. They then change partners and form AB
pairs for the second stage of the activity, in this case to carry out the survey.
Role-play activities, whether done in pairs or in groups, can often benefit
from being done in three stages. In the first stage' the students prepare what
they are going to say, and practise while the teacher monitors. There is then
a feedback stage, where students discuss any problems and the teacher gives
advice and suggests alternatives. In the final stage, the students carry out the
role-play.
Pronunciation
The approach to pronunciation is designed to raise awareness of particular
elements, and to encourage learners to identify patterns and work out rules
for themselves.
One-to-one courses
International Express can be used for one-to-one courses with very little
adaptation. All the pairwork activities can be done if the teacher takes the
role of the other person in the pair. Many of the group activities which come
at the end of Practice and Skills focus, for example, discussions,
presentations, interviews, and projects, are appropriate in one-to-one
teaching situations.
)t
UNIT 1
Vinexpo, the International wine and spirits exhibition, is one of the most
important international exhibitions and meeting places for people in the
wine and spirits business.
It takes place in Bordeaux, France, every two years.

O Look at pictures. Encourage students to speculate about what is happening.


o Prompt with questions: Do you attend trade fairs?
'Which
ones? Are they
important for your bwsiness?

@ Elicit examples: Roberto Angelini works as a consultant, James Twrner


works for Wine dy Dine magazine, etc. In pairs, students make two sentences
from each business card.
Key (Possible answers)
Roberto is a wine consultant. He works in Florence.
His telephone number is 055 53 75 866.
Bresson Translation Services has offices in London. Paris. and Rome.
James is a wine journalist.
He works in London.
His office is in Honeywell Street.

O Students read through questions for Dialogue 1.


1.1 6lJ . Play Dialogue 1.
. Students check answers in pairs. Play recording again if necessary.
. Follow the same procedure with Dialogues 2 and 3.
r Check answers, whole class.
Key 1 No, he doesn't.
2 How do you do? How do you do?
3 She is with the Vinexpo translation service, to translate for a group of ltalian
wrne producers.
4 What do you do?
5 Because he has a job for her.
6 At 7 o'clock that evening.
Note: introductions and greetings are dealt with in the Focus on functions
section of this unit, p. 13.

@ Focus questi on: Why does James need a translation agency?


1.2 6], . Play recording through once. Check answer to focus question.'
. Check vocabulary: sales conferences, interuiews, presentations.
. Look at example question and answer.
r Check students understand underline, and understand the task.
o Give students time to read through questions, and answer if they can.
1.2 fiJ . Play recording againif necessary.
. Students check answers in pairs.
o Check answers, whole class.
Key 1 interviews people
2 two or three times a vear
3 London

8 O uNrrl
Present Simple As students may be unfamiliar with this approach to grammar, explain
that in rhis section of each unit they will work with data from the listening
or reading texts in Language focus.This will enable them to work out
and clarif-y grammaruu'i.t Ioi themselves.
r Read through examples, whole class.
;
o Elicit completion-of first rule. Check understanding by asking studenrs
to find an.example of a long-term,situation (Sbe.liues in London/She has
a translation business) and a routine activiry (They uisit VinexpolHe
often trauels to France).
Key Use the Present Simple to talk about lcng-term sltuations and_ routine activities.
r Encourage students to look for differences in form, with prompt
questions if necessary: What happens to the uerb after'he'? In the
negatiue, what word follows 'I'? What word follows lames? etc.
. Students complete rules in pairs.
o Check answers) whole class.
Key To make the question, use do + l/you/we/they+ infinitive.
The positive form always ends in -s.
T.
ro make the negative, use does + not + inf initive.
To make the question, use does + he/she/it + inf initive.

y Refer students to Pocket Book p. 12. Explain how students can us this as
reference material throughout fhe course, in and out of class.

Practice O Students complete sentences individually. Check answers and pronunciation,


whole class.
Key '1 writes 3 meet 5 don't speak
2 doesn't import 4 doesn't live 6 travels

@ Look at pictures. Elicit question words.


. Practise questions.
Key 'l Who? 4 When? 6 Howoften?
3 Which? 5 Where?
O Students wrire questions in pairs.
. Check answers, whole class.
Note: positio n of for in example, and about in 6 .
Key 1 Where do they live? 4 When does she visit them?
2 How often does he go there? 5 Who do they meet at Vinexpo?
3 Where do thev meet? 6 What does he write about?

Pronunciation
1.3 6) O Play recording for students to listen to rising and falling intonation.

1.4 6) ) Play recording. Students write a or b.


t Play recording again. Pause to check answers.
Key la 3a 5a 7b 9b
2b 4b 6b 8a 10b
1.4 Cil O Play recordingagain. Do choral and individual repetition.

@ Students complete pronunciation rules in pairs. Check answers, whole


class.
Kev
[ ;:::HH li:l ::3i: ;ili ff:1?:: *:;::ii:?:::%::'1ffi: a,,he end

uNrrl oe
@ Look at example, whole class.
. Students change roles after five questions.
. Ask follow-up questions:
'What
does James write about?'Wbich magazine
does James write for?

Key 1 Does Monique speak ltalian? Yes, she does.


2 Where does she work? In London, Paris, and Rome.
3 Do James and Roberto write about wine? Yes, thev do.
4 Does James work for Wine & Dine? Yes, he does.
5 Does Roberto know Monique? Yes, he does.
6 Does James live in ltaly? No, he doesn't.
7 Does he love his work? Yes, he does.
8 Does James go to France and ltaly? Yes. Two or three times a year.
9 Where do Monique's parents live? Near Dijon.
1 0 Does she travel to Paris? Yes. she does.
*"roorcefile 1.1,1.2
$
O Check vocabulary: (Editor's Ietter) spirits, key people, to rdte wines (Yisitor
profile) to commute, a uineyard.
. Divide students into groups to read texts and prepare questions. Make
sure they know they have to exchange questions, so should write them on
pieces of paper and legibly!
Key Group A (Possible questionsl Group B (Possible questions)
Which magazine is the letter from? Why is Monique at Vinexpo?
What does James do? Which stand is she on?
Eurooe? Does she live in Paris?
Does he often travel in
Who does he interview? Does she know a lot about the
What are his hobbies/interests? wine business? Whv?
Which sports does he play? Where do her parents live?
Does he enloy cooking? What are her hobbies/interests?

@ Students exchange questions, and refer to text for answers.

Follow-up activity
Ask students to make true/false statements about James Turner and
Moniaue Bresson. Elicit correction of false statements.

O Allow time for students to think of questions (but not to write) before they
begin pairwork.

auverrs, ''r ", , rr ,,' Encouragg 19tive. rfaoingrgili*flj*:.:3r pt'Y$,qaegtions:if


,. :

. Explain that sometimes can go at the beginning or end of a sentence for


more emphasis.
. Students complete rule. Check answer,.whole class.

''.]]....''''l.:Key.',...yy!wr:itewor.dsl|ike.av.s/

O Students rewrite sentences individually.


. Check answers. whole class.

Follow-up activity
Students write three more sentences, some true, some false. They read
out sentences and others guess if they are true or false.

10 o uNrr 1
o Give students time to think of the two extra questions before they begin the
interview.

@ Before students begin their profiles, elicit and write a model on the board,
drawing attention to the use o{ and and bwt: Marco often plays tennis at
weekends, but he rarely goes to the theatre. He sometimes eats at a
restdurant ctnd he often trauels by plane ...
. Collect the Visitor profiles students have written about their partners.
Read some to whole class. Ask class to guess which student the profile
describes.

Follow-up activity
Play Twenty Questions. Tell students you are thinking of a famous
person. They can ask you twenty questions to find out who the person is.
but you can only answer yes or no to their questions.

The'Wordpower section for this unit introduces a number of ways of


organizing and recording vocabulary and is designed to raise awareness of
the variety of possible methods.
Organizing vocabulary
Discuss how students already organize and learn vocabulary, and list on
board. Explain that the Wordpower sections in this book will give them
practice in a variety of strategies. Prompt with questions: Do you write down
new uocabulary? When? How? In a notebooAi etc.

O Students work in pairs to complete the exercises.


1 Students add words to the topic groups.
o Check answers, whole class.
Key (Possible answersl
Work office, salary, meeting
Jobs manager, doctor, salesperson
Family children,uncle,grandmother
. Students ask and answer questions in pairs to practise vocabulary. Do
you work in an office? Do you haue any cbildren? etc.
2 Students complete the verb groups.
. Check answers, whole class.
Key (Possible answers)
to make a mistake, an appointment, a decision
to have a holiday, an English lesson, a party
. Students ask and answer questions in pairs to practise vocabulary. Do
yow make phone calls in English? How often do yow baue a holiday?
etc.
3 Students write the time expressions under the correct preposition.
o Check answers, whole class. Elicit the correct preposition by giving the
time expressions as prompts: 5 July, the weekend,2001, etc.
Key at 10 a.m., midday
in 2001, the afternoon
on Tuesday morning, 5 July
r Practise further by giving time expressions that are not in the groups:
the euening,2 February, 1999, etc.

uNrT 1 (, 11
@ Students complete the word map.
o Draw the word map on the board. Elicit suggestions.
Key (Possible answers)
travel: car, trarn, plane
activities: swimming, skiing, walking

O Students match words.


. Check answers, whole class. Elicit other nouns that go with the verbs.
Key send an email, meet a visitor, make a business trip, do a job, attend a meeting

@ Students work in pairs to write the opposite word.


. Check answers, whole class.
Key cheap/expensive, cold/hot, difficult/easy, tall/short, sad/happy, hard-
working/lazy
. Students practise in pairs, giving one word to elicit the opposite word.
Recording meaning

O Give students time to read suggested methods. Check which ones they
already use. Ask which they would like to try.

@ Students work in pairs to discuss ways to record the meaning of the words in
the list.
r Compare suggestions, whole class.
. If you feel students need further practice, use words from Organizing
'Wordpower
uocabulary in this section and discuss what information they
could record.
o Stress the importance of reviewing vocabulary regularly in a systematic
way.
Asking for help
Ask questions to practise. Use unfamiliar words and speak quickly so
students have to use phrases to ask for repetition and explanation. Do you
-Would
enioy sightseeing? Are you hard-working? yow like to be an
interpreter?, etc.
.a^
Nl Resource file 1.3
v
O Before students begin, ask them which five languages they think are the most
important in the world.
. Give students time to complete the left-hand side of the list only.

1.5 cl e Play recording once. Students check the missing languages.


Key 3 Spanish
5 Arabic
8 Russian
9 Japanese
10 German

1.5 6? O Play recording again, pausing if necessary to give students time to write the
numbers of speakers in the right-hand column.
. Check answers by eliciting numbers and write them on the boarc.
Key 1 726m
2 377m
4 182m
6 165m
7162m

12 o UNrr 1
@ Elicit how we say figures.
Key a eighty per cent
b sixty-nine per cent
c two billion
d one point one billion
e (a) half
f three-quarters
. Do further practice by writing more figures on the board, e.g.73o/o,
5.25%, 6.4bn, 10.5bn, %, etc.

O Give students time limit to do quiz in pairs. Check vocabulary: estimated


number.

1.6 (? G) Play recording once. Students check answers.


Key 1 '1.1 bn
2 3/o

3 80%
4v,
5 69%
6 2bn
. Ask students if any of the information surprised them, and if so, why.

O Students discuss answers in pairs.


. Check answers, whole class.
Key Food and drink: hamburger, chicken, beer, juice
Communication: radio, television, fax, email

O Students work in groups to complete the task.


1 Set a time limit for the discussion of the question. Tell groups to choose a
secretary to write the list of English words in their language(s).
2 The group chooses one student to present their list to class.'Write words
on board. In multilingual classes, next to the English word, also write the
Ianguage.
g Do this either as a whole class discussion or a group discussion, as in @, but
with different groups. If done in groups, two people from each group report
back on their group's opinions of one question each.

*"ro.rrce file 1.4


$
o Discuss each question, whole class.
1 With monolingual groups, find out what students know about hand-
shaking customs in other countries, so they can compare them with
customs in their own country.
Key Usually, people in Britain only shake hands when they meet for the first time,
or when they meet again after a long time.
2 Practise useful phras es: Could you repeat your ndme, please? and Sorry, I
didn't catch your name.
Key l'm sorry, I didn't hear your name.
Could you repeat that/say that again, pleaseT
3 Ask students to imagine they are giving this information to a foreign
visitor. Compare with their own language if appropriate.
o Practise with promptsl.-What do you say whenyou meet someone in
the morning? Wben you leaue someone in the euening?
Key Good morning/Good afternoon/Good evening are greetings. We say Good night
to say goodbye/end a conversation at night.

uNrr 1 (t 13
@ Students read through list and underline expressions individually.
. Check answers, whole class. Draw attention to the use of How do you
do? for introductions only, and Hoou are yow? for greeting someone we
know.
Key 1 Excuse me, are you ... ? 2 How are your?
May I introduce myself, l'm ..
How do you do?
3 Let me introduce you to ...
l'd like to introduce you to ...
Pleased to meet you.

1.7 fi) G) Play recording once. Students tick the phrases they hear.
. Check answers, whole class. Practise pronunciation.
Key 1 Excuse me, areyou...? May lintroduce myself? l'm... Howdoyou do?
2 Nice to see you again. How are you? How's the family?
3 l'd like to introduce you to ... Pleased to meet you.

@ Students work in pairs to match phrases.


. Check answers, whole class. Practise pronunciation.
r Practise in pairs with right column covered until students are confident of
fesponses.
Key Pleased to meet you. / Pleased to meet you, too.
How do you do? / How do you do?
Please call me James. / Then you must call me Luig
How's life? / Not too bad, but very busy.
Hello, are you Roberto? / Yes, that's right.

1.8 (') O Play recording once.


o Students check answers in oairs.
Key I must go now.
It was very nice meeting you.
I look forward to seeing you.
I really enjoyed meeting you, too.
Have a good trip back.
Thank you, and the same to you.
1.7,1.8 61J . Play all four dialogues again. Pause recording after each sentence.
Individual students repeat. Drill pronunciation of individual words and
sentence intonation.
I look forward to seeing you, not to see you. I enioyed meeting yow.

@ Allow time for students to think of reasons for attending the conference. If
necessary, model by taking one role yourself.
. Make sure students move around and practise introducing themselves and
other people, greeting people, and saying goodbye, with as many people

I
as possible. \7alk round monitoring and helping.

Refer students to Pocket Book p. lT.Explain that each Focws on


fwnctions section has a summary in the Pocket Book.

I Resource files 1.5, 1.6

14 o UNrr 1 ss475XNT
UNIT 2
o Look at the photos and the information about the three people. Ask students
to guess the nationality of the people in the photos. Elicit what students
know about Unilever and Electrolux.
2.1 6l . Play recording. Pause after each extract to give students time to write the
information.
. Check vocabulary: retailers, head office, negotiate sales.
o Elicit missing information and write up on board. Ask students to spell
the place names.
Key Extract '1
: Operations Director, Barcelona
Extract 2: Paris
Extract 3: Sales Manager, Tokyo
@ Before playing recording again, elicit what students remember about why the
three people need English.
2.1 6? o Play recording again.
r Students discuss the answer to @ in pairs.
r Check answers, whole class.
Key Jose Manuel: emails, phone calls, international meetings
Genevieve: talking to foreign visitors, phone calls, emails
Kensuke: visits to company head offlce in Sweden, meetings in Japan

o Students work in groups of three to four. Set a time limit for the task and
appoint a student in each group to write the list.
. Feedback, whole class. Write up students'needs on board. Find out, by a
show of hands, which needs are the most important for the class as a
whole.
Note: If you have not already done so, you could at this point tell your class
more about what they will learn in International Express Pre-intermediate,
by referring to the Contents pages and explaining how this coursebook will
help them learn the English they need for work, travel, and socializing. Draw
attention to the four sections of each unit and what they teach: Language
focus,where they learn grammar through listening and reading texts;
'Wordpower, where they learn important vocabulary for different situations;
Skills focus, which helps them further improve their listening, speaking,
reading and writing; and Focus on functions, which develops their range of
social, functional, and telephone English.

@ Before playing recording, give students time to read questions.


2.2 Ql . Play recording, pausing after each extract to give students time to discuss
their answers in pairs and note down answers.
. Check vocabulary: distribution system, distribwtion centre, consultants,
TV channel, improuement.
2.2 6l . Play recording again. Students check answers.
o Check answers, whole class.
Key Extract 1
1 lt's changing its distribution system - from three centres at present to just
one 0rg cenlfe.
2 To find the best system to use in the new centre.

Extract 2
1 lt's expanding very quickly.
2 ThatT6leimages has got its own TV channel.
Extract 3
1 Sales are decreasing.
2 Sales are going up.

uNrr 2 (t 15
Q) Students discuss in pairs.
. Feedback, whole class.
Key All the questions in @ refer to current activities,

Present Simple and Present Gontinuou


. students time to read examples.
. 9i":
Students complete grammar rules in pairs.
r Check answers, whole class.
Key Use the Present Simple to talk about regular activities.
Use the Present Continuous to talk about current activities.
To make the Present Continuous, use amfis/are + inglorm of the verb.

v
\te\ Refer students to Pocket Book pp. 11,12.

Pronunciation
2'3 mo
:t";:;,.r.',f:]?"".r,.symbols ldat,/dezt (weak), tdu:t,tdtzt (strong)on
board. Practise sounds with students, repeating the examples.
2 4 6t @
:'Hil'::::.::::TiiJ:l:""
Key 2a 3b 4a 5a 6b
2.4 (') G) Play recording again. Do choral and individual repetition.
@ Students discuss in pairs.
Key We pronounce it as the strong form.

Practice O Students work in AA, BB pairs, to read their texts and prepare questions.
. 'Walk round class, monitoring and helping where necessary.
Key StudentA
a How many children does Jos6 Manuel Faria have?
b What language does he speak at home?
c What work does his wife do?
d Where does he spend most of his work time?
e How often does he travel to Bilbao?
f Why does he go to BilbaoT
g Does he like living in Barcelona?
h What does he enjoy doing in his f ree time?
Student B
a Where does Kensuke Matsumura work?
b Does he live in Tokyo?
c How long does his journey to work take?
d How many hours a day does he work?
e How much time does he soend on ohone calls and emails?
f What does he do to relax?
g What does he do once a month?
h How many weeks' holiday a year does he have?
A Students work in AB pairs.
. '$falk
round class, checking students' questions and answers. Make a note
of anv oroblems for remedial work later.

16 o UNrr2
O Students complete the article individually.
r Check answers, whole class.
Key 1 starts 5 sells 9 is writing
2 finishes 6 work 10 am recording
3 works 7 doesn't have IIIS
4 produces B is working 12 don't forget
. 'V/hat
Ask follow-up questions for further practice: time does Geneuidue
start work? What does Tdl1images produce? What is sbe working on at
present?

@ Students prepare their answers individually.


. 'Walk
round class, checking students' answers.

o Students work in pairs.

o Feedback, whole class.


.a^
\[f Resource file 2.1,2.2

Tell students that a useful way to learn vocabulary is to organize it in groups.


In Q they focus on verb groups.

o Students complete the verb groups individually.


. Check answers, whole class.
Key do some work, a job, an exam
make a phone call, a decision, a business trip
have a meeting, a holiday, a discussion
work full-time, part-time, flexitime
. Students test each other in pairs, giving the words in the box as prompts
to elicit the verb used with each word.

@ Students prepare questions individually or in pairs.


. IX/alk round class, checking students' questions.

o Students work in pairs (with a different partner if they worked in pairs i" O).
. Ask students to tell the class two things about their partner.

@ Students work individually.


. Check answers, whole class.
Key 2 unemployed, out of work
3 self-employed
4 retired, a pensioner
5 on sick leave
6 on maternity leave, on paternity leave
7 on strike
. Students cover the answers and test each other in pairs, giving the
definitions as prompts.

O Divide the class into groups of three or four and set a time limit for the
discussion (e.g. ten minutes).
. Walk round the class, monitoring the discussion. Make a note of any
problems for remedial work later.
Note: Tell students to review the vocabulary for homework, for a vocabulary
test next lesson. Remember to do it next lesson!
As an introduction to this Skills focws section, with students' books closed,
write Electrolux, [Jnileuer, and Renaulr on the board. Elicit what students
know about these companies e.g. nationality, products, etc.

O In pairs, students match names to products.


r Find out which of the products in the list students have at home, and what
make they are.
uNlT 2 O 17
Key
1 cooker
2 vacuum cleaner
3 ref rigerator
4 lawnmower
5 washing machine
6 f reezer
7 dishwasher
@ Read through the Company datafile. Check vocabulary: powered appliances,
consumer durables.
2.5 fil . Play recording, pausing for students to complete the datafile.
. Students compare answers in pairs.
2.5 6-il . Play recording again. Students check their answers.
. Check answers, whole class, and write up on board.
Key Nationality Swedish
Head office Stockholm
Started 1921
World's first vacuum cleaner 1921
Firef Flonirnlrrv f ridna 1925
Employs Bl,971people
Qallc ite nrndrrntc in more than 150 countries
Worldwide turnover 14,552 million
Global divisions: Consumer Durables 75% of sales

o Read through phrases for describing a company. Check vocabulary:


sub sidiaries, brands, mar ket sb ar e.

@ Give groups a time limit to prepare their presentation. Tell both groups to
appoint a group leader to take notes and present the presentation in @.
. 'S7alk
round class and monitor group preparation.

O Group leaders present their company.

*"rou rcefile2.3
9
() Assign this as a homework activity. Collect and correct descriptions.

*.roo rcefile2.4
9
Follow-up activity
ln groups of three or four, students present their company, referring to,
but not reading, the descriptions they wrote.

o Find out if students use English on the phone.


. Elicit phrases they know for making contact, leaving a message, etc.
Prompt with questions: You're phoning someone. Tbe receptionist
.What
answers.'What do you say? do you say if the person isn't there? etc,
2.6 m . Play recording. Students complete message pad.
o Check answers.
Key Message for Monique Bresson
Caller's name James Turner
Company Wine & Dine magazine
Number 0207331 B5B2
Please call. ,/
@ Students read through phrases. Elicit who uses each phrase, caller or person
receiving call.
2.6 6) . Play recording again. Students tick the phrases they hear.
o Students check answers in oarrs.
18 o UNrr2
Key Could I speak to Monique Bresson, please?
Who's calling, please?
Hold the line, please.
l'm sorry, she's in a meeting.
Canltakeamessage?
Could you ask her to call me?
o Practise pronunciation. Remind students of intonation in Wh- and closed
questions.

() Elicit possible phrases, whole class, if necessary.


. Students practise in pairs, back-to-back. Change roles.

Follow-up activity
In pairs, students role-play calling and leaving messages for other
members of the group.

@ Before listening, students complete as much of the conversation as they can.


2.7 6l ' Play recording to check answers.
Key 1 speak 2 calling, please 3 lt's 4 the line

2.8 G O Playrecordingonce.
. Students check answers in pairs.
Key 1 b 2b 3a 4b
2.8 Cil ' Play recording again, if necessary.
@ $frite the letters a, e, f, i, o, r, u onthe board, and practise pronunciation of
the key words (say to who) and letters.
. Students work in pairs to complete chart.
. Check answers, whole class.
Key leil bs in say): a, h, j, k
/i:/ (as in she): e, b, c, d, g, p, t, v
/e/ (as in ten): f, l, m, n, s, x, z
/arl (as in f ly): i, y
/eo/ (as in go); o
ls:lbs in bar); r
/u:/ (as in who): u, q, w

OOO Students practise in pairs.

@ Students cover up information while they ask questions.


. Students can also exchange their own or their company addresses,
telephone, and fax numbers, if they like.

Follow-up activity
Dictate phone numbers, spellings, etc. to the whole class.

*"ro,rrce file 2.5


I

uNrr 2 o 1e
UNIT 3
O Before students read the information, find out if they know anything about
the Eden Project.
. Students read the information.
r Check their understanding with questionsl.'What's the aim of the Eden
Pro'ject? What's special about the Humid Tropics Biome? V/hat can you
see in the Warm Temperate Biome?
r Feeedback, whole class, on whether students would like to go there and
why.

@ Read through the Eden Project datafile. Check vocabulary: Millennium


Commission (the organization that gave money to projects to celebrate year
2000).
3.1 6) . Play recording once. Students complete datafile.
o Students compare answers in pairs.
3.1 6]) . Play recording again,if necessary. Students check answers.
. Check answers. whole class. \frite fisures on board.
Key13 4 1998
2 f86 million 5 100
3 f43 million 6 a million

O Give students time to read questions.


3.1 fi) . Play recording again, pausing to give students time to note down answers.
o Students compare answers in pairs.
. Check answers, whole class.
Key (Possible answersl
1 They wanted to bring more visitors to the area and create more jobs.
2 From newsoaoers and TV.
3 No, they didn't. lt was the best thing that happened.
4 The fact that they had a wonderful team of people, who worked incredibly
hard to make rt a success.

@ Students discuss their answers in parrs.


Key All the verbs refer to finished actions or situations in the past.

Past Simple . 9iu: studnts time to read examples.


. Stndents complete_grammar rules in pairs.
. Check answers, whole class,
Key To make the Past Simple of regular verbs, add -edto the end of the verb
To make the negative , use did not or didn't + inf initive.
To make the ouestion. use drd + subiect + inf initive.
To make short answers use did(positive) and didn't(negative).
-/\
$\ n.t
IA
r students to Pocket Book p. 10.

Practice O Students work in pairs. Set a rime limit. e.g. four minutes.
o Refer students to Pocket Book p. l0 to check answers.
Key become/became do/did have/had
begin/began find/found make/made
come/came thin k/thought
cost/cost give/gave
. Students cover past tense forms and test each other in pairs.
.),
\[l, Resource file 3.1
V
20 o uNrr3
Pronunciation
3'2 6] O
:t"U.T::fl:Tnonetic symbo Is tdt, ttt, ttdt onboard and check that
students can hear the difference: liued, helped, uisited.

3 3 (D e :'"#il':;::.:llTi',J:kthe
soundsthevhear

Key ldl: rained, received


Itl .
worked, increased, watched
/rd/: started, wanted, expected, needed
3.3 Ci O Play recording again, pausing for choral and individual repetition.

@ Students answer question in pairs'


Key We pronounce the -edending as /rd/.

O Elicit Past Simple form of irregular verbs: go/went, become/becnme) get/got,


begin/began, haue/had, bring/brought, and the spelling of studied.
. Students complete the article individually.
. Check answers, whole class.
Key 1 worked 6 became 11 began
2 lived 7 studied 12 started
3 didn't live 8 got 13 had
4 went 9 loved 14 moved
5 hated 10 didn't earn 15 brought
O Give students time to read questions.
. Elicit more questions for each topic and write up on board under
headings: Early years, Schoolyedrs, etc.

@ Students interview each other in pairs.


. 'Walk round and monitor pairwork. Make a note of any problems for
remedial work later.

O Students work in AA, BB pairs.


o Monitor students' preparation of questions. Make sure they write the
questions they need to ask in @.

@ Students work in AB pairs and complete the missing information in Eden -


key dates and 2001 - Eden's first year.

O Do as a whole class discussion.


1 Encourage students to think of as many adjectives as possible to describe
' the Eden Project and write up on board.
2 Make sure students give reasons for their opinions and encourage them to
ask each other questions.

() limit for students to prepare individually, e.g. five minutes.


Set a time
Monitor preparation.

O Students talk about their topics in groups. Make a note of any problems for
remedial work larer.

*.rource file 3.2


$

uNrr 3 o 21
O Write up students' suggestions on board. Ask them to suggest reasons why
they are the most popular activities.

@ Students complete the verb groups in pairs.


. Check answers, whole class.
Key play football, tennis, volleyball
do yoga, exercises, weight training
go sailing, skiing, windsurfing
O Write play, do, go as headings on the board. Elicit other sports to add to
these three verbs.
Key (Possible answersl
play golf, hockey
do karate, kendo
go horse-riding, climbing
. Students add the other sports to the word maps in @.
r Students test each other in pairs, covering the verbs and giving the sport as
a prompt to elicit the verb used with it.

@ Set a time limit. Monitor the discussion and make a note of any problems for
remedial work later.

O Students work individually.


Key go to a restaurant, a concert, the theatre, the cinema, a nightclub
watch TV, a video
play music, a computer game, chess, a musical instrument, cards
listen to the radio, a concert, music
read books, magazines, newspapers

() Students work in AA, BB pairs. Tell them to write quesrions in the Present
Simple and Past Simple tenses. Monitor pairwork, helping where necessary.

O Students work in AB pairs.

() Students report back to the class.

O Find out what, if anything, students know about Debra Veal, and what
events they think the headlines describe. Check students' understanding of
the headlines.

@ Students match words and meaning.


. Check answerst whole class.
Key 1 c 2d 3e 4b 5f 6a
(@ Students read the text and complete the left-hand side of the chart only.
. Students compare answers in pairs.
. Check answers) whole class, and write up on the board.
Key Debra Veal
age 27
travelled in a rowrng boat
left Tenerife on 7 October 2001
arrived in Barbados on 26 January 2002
fength of journey 4,168km
number of days 1 13
problems hurricanes, sharks, loneliness

@ Students work individually, then compare answers in pairs.


o Check answers. whole class.
Key (Possible answers)
1 the time the Veals trained for the race
2 the time after which Andy began to have panic attacks

22 (t UNrr3
3 Andv's experience as a rower
4 the time Debra started rowing every morning
5 when Debra woke in the night to check for supertankers
6 a wave
7 the teleohone bill

o Before pairwork, check vocabulary: tropical thunderstorms' ran owt of fuel,


charity, disabled.
. In pairs, students describe what they think happened.
. Feedback, whole class, on students'ideas.

3.4 6] G) Play recording once.


. Feedback, whole class.

3.4 6] o Play recording again. Make sure students understand that they have to
complete the right-hand section of the chart in @.
. Check answers, whole class, and write up on board'
Key Polly Vacher
age: 57
travelled in: one-engine aeroplane
a
left: Birmingham Arrport on 12 January 2002
arrived: at Birmingham Airport on 17 May 2002
length of journey. 46,670 km
number of days: 124
problems: tropicalthunderstorms, engine problems, plane ran out of
fuel

o Tell students to refer to the article Going it alone in @ again, and to listening
script 3.4 on p. 126.
Key (Examples of possible answers)
Similarities: Both their journeys took over 100 days.
They both had f rightening experiences on their journeys
Both journeys were great personal challenges.
Differences: Polly is 30 years older than Debra.
Polly's journey was 1 1 daYs longer.
Polly's lourney raised money for charity.

O Monitor students' discussion and make a note of any problems for remedial
work later.
. Feedback, whole class, on questions. For question 3 write up students'
ideas on board and ask students to say which ideas they think are the most
adventurous, dangerous, challenging, etc'

\[\
v Resource file 3.3

This Focus on functions section focuses on the importance of both sides


listening carefully and asking questions' in order to 'build' a good
conversation. In professional/social situations, people with a low level of
competence in the target language often give only yes and no answers, and
do not ask many questions or initiate conversation. This may make it
difficult to build a relationship and can give the impression that the person is
passive and uninterested.

o Use photo to set scene:


'What
do you think she is saying?
3.5 6) . Play recording once.
. Check answers to questions, whole class.
Key 1 Wayne Brown
2 to take a seat

uNrT 3 o 23
@ Students read through topics and decide which topics are appropnare.
o Discuss answers, whole class. If class is monolingual, ask students if they
know of countries where choice of topics for first meetings is different
from their own. List differences on board. Use these examples to
discuss/raise awareness of the importance of knowing such things in order
not to offend or be offended in cross-cultural situations.

3.6 Cil O Play recording once.


. Students check answers in pairs.
. Play recording again ifnecessary.
o Check answers, whole class.
Key Did you have any problems finding us?
How was your flight?

3.7 Cil @ Play recording once.


. Students note down answers.
. Play recording again if necessary.
. Check answers, whole class.
Key 1 He came to San Francisco as a student, and discovered Californian wines.
2 He got a job with a wine merchant, then wrote an article for a wine
magazrne.

O Students discuss points in pairs.


o Discuss answers, whole class. Stress the importance of points 1,3,4, and
5 for building a conversation and creating a good initial relationship.
Key 1,3,4, and 5 are important to make a good conversation.

3.7 6) G) Play recording again.


Key James and Wayne do all these things, so their conversation is a good model.

O Allow time for preparation of questions.


r 'Write
questions on board, under headings given.
. Partially erase the questions one by one, leaving one-word prompts. Each
time elicit question erased and those erased previously, by pointing to the
prompt.
() O Before doing the role-play, students decide in their pairs who they are, which
place they are visiting, and the reason for the visit.
r Monitor pairwork.
*.ro.rrce file 3.4
$

24 o UNIT3
UNIT 4
O Give students time to read the information about Global Training. Check
vocabulary: cubur al aw ar ene s s, cr o s s - cwhwr al tr ainin g, onlin e s elf- ac ce s s
courses.
. Students compare answers to questions in pairs.
. Check answers, whole class.
Key 1 Cross-cultural training and consultation worldwide.
2 Vrdeos, online self-access courses, country briefings, and Cross-culture
Journal.
3 Mark Grady, Jan Kirsten, and Vana Bell.

@ Check students' understanding with questions: e.g.'What is Mark's email


about? 'When is tbe Prague seminar? Why will Mark phone Jan next week?

4.1 6') O Play recording once. Students complete seminar programme in @.


4.1 6} '. PIay recording again. Students check answers.
Check answers. whole class.
Key 1 Vana 5 Vana
2 2.00-3.30 6 5"30-6.30
3 Jan 7 Mark
4 4.00-5.30
4.2 6) @ Play recording once, pausing for students to note down answers.
. Students compare answers in pairs.
4.2 6l . Play recording again if necessary. Students check answers.

Key ;.:H: ::',T:::ln''" """


1 No. thev aren't.
2 Their training videos and online courses.
t their companv's needs and discuss what
lil;ffi"Jrilti::.1;bout
Futures: Present Gontinuous , + infinitive
loin|to

y:,;:,';;';l
;x
:u n b tio n
... *"'i, naving three";,
sessions ...
... t'm giving the talk about body tanguage.
We're meeting in the hotel bar.
4.2 going fo + infinitive
The activities are going to be ...
All the examples of the Present Continuous !'m phoning to give you
:::"0,
the finat detarls ... refer to future anangement.:
We don't normally use going to with the verbs to come and to go.

*** students to Pocket Book p. 4, 5.


$
uNfT4 oZS
Practice O Students read diary and complete sentences about Jon's activities next week.
r Check answers, whole class.
Key 2 is spending/'s spending 5 are having
3 is going/'sgoing 6 is arriving/'s arriving
4 flying
is flying/'s 7 are coming
@ Students work in pairs to complete questions.
o Check answers, whole class.
Key 2 is he interviewing 6 ic ho noffinn
yvr!rr ry
3 is he having A is ho oatino
4 is he preparing 7 is he playing

*.rorrrce file 4.1


$
Pronunciation
4'3 fi) O
:t"{l;,'."rf:1?o".,,. svmbors /tu:/
and ha/ onboard. practise the sounds
with students, repeating examples a and b.
44 cil @
:'Hil*;:.:liTJJ:1,:""
Key 2b 3a 4b 5a 6b 7a
4.4 Cil @ Play recording again. Do choral and individual repetition.
Key The strong form.

@ Check answers, whole class, then monitor pairwork practice.


Key1b2d3a4c

o Students write questions individually. Check vocabulary: take up.

@ !7alk round class and monitor pairwork interviews.

o Introduce topic by asking students if they know any companies who offer
their most successful employees rewards such as this four-day holiday, and if
they think it's a good idea.
. Students read the information about Prague, then make their detailed
plan. Remind them we use going to + infinitive to talk about future plans
and intentions.
o Monitor pairwork.
. Each pair presents their plan to another pair, each student presenting the
activities for two of the four days.

Follow-up activity
Ask students to suggest other cities which are suitable destinations for a
short holiday like this one, offered by a company as a reward to
emolovees.

$7ith students' books closed, write the heading Hotel uocabulary on board.
Students work in pairs to list as many words connected with the topic as
possible. Set a time limit of five minutes.
r Write suggested words on board. Encourage students to group them into
categories and give each category a heading.

26 o UN|T 4
o Students discuss answers to the quiz in pairs.
. Feedback, whole class.
Key 1 A double roomhas a double bed, a twin roomhas two single beds.
2 You sit or lie in a bath but stand under a shower.
3 A suitcase is one item of luggage and is a count noun. Luggage usually
refers to several bags and/or suitcases and is a mass noun.
4 Half-board is bed, breakfast, and evening meal. Full-boardis bed, breakfast,
lunch, and dinner.
5 A keycard is like a credit card, you put it into a slot to open the door.
6 A b//shows the amount you have to pay. A receiptshows you have paid.
I Lift = British English elevator= American English.

@ Students match words and symbols.


. Check answers, whole class.
Key 1 car park, 2 restaurant, 3 lounge, 4 cocktail bar, 5 fitness room, 6 hairdryer,
7 air-conditioning, B safe, 9 conference facilities, 10 swimming pool
. Check students understand hotel vocabulary in this list.

4.5 6) O Play recording once. Students tick the Hotel Meridiana's facilities.
Hotel facilities restaurant, cocktail bar, lounge, sauna, fitness room, car park,
busrness centre
Guest rooms satellite TV, multi-line phone, computer and fax point, air-
conditioning, minibar, 24-hour room service, hairdryer

@ Feedback, whole class. Elicit reasons for students' choices.

o Students work in pairs.


. Feedback, whole class.
Key (Possible answers)
1 in a guest room
2 over a door
3 by a fire alarm
4,5 hanging on the door of a guest room
6,7 by a phone in a guest room
*.ro,, rcefile4.2
$
o Students'answers to these questions should give you useful informatlon on
their needs and problems in writing emails, faxes, and letters in English.
o Give students time to prepare their answers.
. Feedback, whole class. Summarize on the board students' most important
needs.

Note: if students have needs that are not included in this Skills focus section,
make a note of them to deal with them later.

@ Set a time limit for the quiz, e.g. ren minutes.


r Check answers, whole class.
Key 1 a BrE 11 April2003, AmE November 42003
b BrE 2 August 2002, AmE December I2002
1

c BrE 3 Mav 2004. AmE March 52004


2 b rs correct
3 a for a single woman or girl
b for a single or married woman
c for a married woman
4 a information d as soon as possible
b numbers e enclosures
c For the attention of
5 aiii biv ci d

uNrr 4 o 27
O Tell students to work with a partner, if they prefer.
. 'Walk round monitoring and helping where necessary.
. Check answers, whole class.
Key 1C 2D 38 4A
@ Make sure students understand that, as with telephoning, we use typical
phrases for writing emails, faxes, and letters, and that they need to use these,
and not translate the phrases they use in their own language, as the style may
be very different from English.
. Students work in pairs if they prefer.
o Monitor and help as previously.
. Check answers, whole class.
Key '1 Following, Thanks for 6 Unfortunately
2 This letter is, This email is 7 Sorry
3 Could you please, Would you please 8 Let me know, Hoping, See you
4 | attach
O Students complete email, fax, and letter.
r Check answers, whole class. Elicit reasons for choosing a more formal or
more informal ohrase.
KeyE-
1 Thank you for
2 | enclose
3 Please contact me aoain
F_
'1 Thank you for
2 | apologize for
3 | am pleased
4 I look forward to
G
1 Thanks for
2 sorry
3 Could vou olease

O Ask students to think of one or two alternatives for each phrase in the table.
r Feedback, whole class.
'Walk
O round, monitoring and helping.
r Collect students' work for checking. Give feedback next lesson.

Follow-up activity
To review and extend the work done in this SAIl/s /ocazs section, ask
students to compare the typical expressions listed in the table in @ with
those they use to express the same idea in their own language. Languages
may vary considerably in their style of writing and it's important that
students realize that a direct translation of a phrase considered necessary
in order to be polite in their language may seem exaggerated, old-
fashioned, and even ironical in English.

*.ro,rrce file 4.3


$

28 a UNrr 4
o Find out if students stay at hotels on professional trips. If so, who makes the
hotel booking, and how? By phone, email, letter?
r Check vocabulary: confirm, confirmation, reserue/book, booking.
. Students read through emails.
4.6 6) . Play recording once.
. Students compare answers in pairs.
. Check answers, whole class.
Key 1 To book another room for a colleague for 4 April.
2 f he hotel is f ully booked for 4 April.
4.6 fi) e Play recording again. Students complete conversation.
. Check answers, whole class.
Key 1 single room
2 l'm verv sorrv
3 what a pity
4 Thank you for your help
o Before playing recording, ask students to read through phrases, and mark
who uses each phrase, hotel receptionist (H) or guest (G).
. Check students understand difference between hey and (electronic)
keycard.
4.7 6) . Play recording. Students tick the phrases they hear.
. Students check answers in pairs.
o Practise pronunciation of phrases.
Key I L^,,^
I ttdvE o raaar,,n+inn
^ tEDEI vouvr r.

Could you fill in this form, please, and sign here?


Here's your key.
The porter will take your luggage.
Could I have an early morning call, at 6.30?
Do you need anything else?

@ Elicit phrases students know for checking out of a hotel. Prompt with
questions: You want to check out. What do you say?
4.8 G) . Play recording. Students tick T or F.
. Check answers, whole class.
KeylF
2r
4-8 Cil O Play recording again. Students complete conversation.
Key 'l Could I have
2 Can I pay
3 that's fine
4 you enloyed
5 very much
() Divide class into Student A and Student B groups. Allow them time to read
through their roles for Situations 1 and 2, and check the phrases they need
and rehearse.
. Students work in AB pairs to do the role-play.
. Monitor role-play.
. Repeat preparation phase for Situations 3 and 4. Make sure students
realize their role is different now
. Students work in AB pairs to do role-play.
o Monitor role-play.
. Students can change roles and do the role-play again. Monitor as
previously.
-a^
\[l
v Resourcefile4.4

uNrT 4 o 29
UNIT 5
o Before dividing class into groups, elicit ideas from students on what they
think contributes to a healthy lifestyle, e.g. diet, sport and exercise, lack of
stress, etc.'Sfrite their ideas on board.
r Divide students into groups and appoint a group leader to make a note of
the group's ideas. Set a time limit e.g. six minutes.
o Monitor groupwork. Make a note of any problems for remedial work
Iater.
r Feedback, whole class. !7rite two headings on board: Heabhier, Less
healthy. Summarize students' opinions under headings.

@ Students read website information.


1 Check answers, whole class.
Key (Possible answersl
a Make sure you get some regular breaks.
b Take some long, slow breaths; do lots of physical exercise; get some
relaxation.
c A lot of alcohol and coffee is bad for you; a little wine and f ruit and
vegetables are good; a diet without cheese or butter is healthier.
d Try and get seven or eight hours' sleep each night.
e Find time to relax.
2 Feedback. on what students think of Dr Dawes' advice.

Massandcount nouns
r Check students understand the terms mass and count. Refer to the
I I examples undii the Mass and Cau;nt'headings:in ihe,,table:and elicit,,ihe,,
difference. If necessarg draw a btob (mass) and sticks (count) on the
' boaid tg,ilfustraii (Gll studentsinotiio wocy,aboutihe nouns that are ,

borh mass and count at this point.)


. Students complete the mass and count nouns in the table, which are all
::,':''.'
inthew*6eit;tittfoi*aiianin@. ' ',' . ' ,.,' '. l

Key Mass: alcohol, coffee, butter, research, energy


Count: office, sandwich, parks, veEetables, holiday
. Students complete rules.
Key Count nouns have a singular and plural form. We can count them.
Mass nouns do not have a plural form. We cannot count them.
r To explain nouns that are both mass and count, write these examples on
..'.l'thb.-and..ililit'he'ionierts..enr|aine*'.in'.ttagkets.l.:..,
' .,, ''',. ' 'r,',, ,:.1.,, a ,;'qryfol,get'oomC.,e$eiel$,eveii,dAyr.{, =
general aetlv,iry}
l"' ::
''l:', 't'.Iff;lJ.trdosomeyogaexercise$thismorning'{*'t;e;:aiott*,'
r 'r ,'r.,:',, 2':'a ,Idorrlf,have,much',time'.fAlielaxation.t--reloCi<,time)
b I go out with friends two or three times a week. ( = answers the
questron tlow often ...!)
a I love,,drinkirre *ine',, {,'[.in ggnerail] ,,,' : ,, .,

b 'Ilrn readi4g pbout',lhe.,W.iges of Spain, (,=,,the' red, whitg;,afrd,r.06 ,,

,,' wi+es'f$.mtqylldif,':l frregjb'ng,rin,spain) , ,, .',,..'.'. ,., ' , ,,'.,., ,,',,,..

ReferstudentstoPncket,Book.p,.7.,,.,'',

30 o uNrr5
somelany, a tot of/lots of, much/many, a little/a few
. Srudents read examples and complete table.
. Check answers, whole class.

[-..l tz)
,'.f-71 r_l

fifr'==al'*gf
--,1i#::::3::rj:3' j:!;
ff:i:: **:,':..,::,:: a tittte fun, a tot of frwit, how much cheese

y*;;l;;;;;::,':,:;:,';,;"'::::::,:""i.,i,*"
*** students to Pocket Book p. 7.
$
Practice O Students work in pairs if they prefer.
. Check answers, whole class.
Key 1 Aany
B a little, some
2 Aany
B afew
3 A some
B a little
4 A some
B a few, some

@ Students write M or C next to word, then compare answers with a partner.


. Check answers, whole class.
Key traffic M, money M, information M, business trip C, meeting C, article C,
news M, advice M
. Ask students if there are differences between any of the mass words above
(e.g. information, news, advice) and the translation in their language.
o You could point out that money,while obviously countable, is
grammatically a mass noun.

o Students complete sentences individually.


. Check answers, whole class.
Key 1 B much, many
2 A much
B a lot ofllots of
3 A many, much
4 A many
B much
5A much
B a lot ofllots of
Note: see note on a lot of/lots of , a little/a fevrz in Grammar box above.

*"rorrrce files 5.7, 5.2


$
uNrr 5 (t 31
Pronunciation
5'1 Cil o
:tT:'r'#tL?.* examples a, b,andcchorauy and individualy.
52 6t o :'^uil'*::.::iTi',ffX'b'arc
Key 2a 3c 4b 5a 6b
5.2 6] O Play recordingagain. Students repeat chorally and individually.

@
:'"$::l;::*J i"'#1,'J,,:**'
Key la 2c 3a 4b 5a 6c
5.3 6) . Play recording. Students repeat chorally and individually.

'Walk
@ round and monitor pairwork preparation of questions (one question
about each topic, eight questions in all).

o Students change partners. Monitor the interviews and make a note of any
problems for remedial work later.

@ Students report back to the class.


N7ith books closed, write Starters, Main coLtrses, and Desserts on the board.
Elicit examples of each and write under the headings.

O Tell students to read the menu and write the foods they know under the
correct headings.
. Monitor pairwork. Make a note of vocabulary which is new to students
and write it on board.
. Check meaning of vocabulary on board.
. Give students time to complete food vocabulary groups.
. Check food vocabulary groups.
Key Meat lamb, pork, chicken
Fish/Seafood prawns, salmon, Dover sole
Vegetables cucumber, red cabbage, onions, potatoes, courgettes,
aubergines
Fruit lemon, pears, strawberries, grapes, peaches, cherries
. Practise pronunciation of food vocabulary, whole class. Add word stress
circles, where appropriate.

@ Give students time to think of other foods.


r List students'suggestions on board.

O Students underline examples individually.


Key roast, boiled, grilled, fried

@ Students match pictures to methods of cooking.


Key l grilled 2 roast 3 boiled 4fried
. Elicit more examples of different kinds of food that can be cooked in these
ways e.g. roast lamb, fried fish, grilled uegetables.

32 a UNrT 5
o Check vocabulary: ingredients.
. Ask for suggestions for other possible questions and write them on board.
e Before dividing the class into groups, model an example of the game
yourself.
. Monitor groupwork and make a note of any problems for remedial work
later.

@ Check vocabulary: celebration dinner.


e Monitor group preparation, helping where necessary.
. Groups present their menus.
.a^
\Sl
.
v Resource file 5.3

If the Slow Food movement is known in your country, find out what
students know about it before they read the questions and information
i" (D.
o Students read information and find the answers to the questions. Check
vocabulary: fast food outlet, protest,
o Students compare answers in pairs.
. Check answers, whole class.
Key (Possible answers)
'1 lt began in 1986. An ltalian food writer started the movement in protest at
the opening of McDonald's in the Piazza di Spagna in Rome.
2 No, onlv cities with a maximum of 50,000 inhabitants.
3 The world's largest food and wine event and the world's largest cheese
f estiva l.

4 Guides on ltalian food. wine, and culture.

@ Divide class into an equal number of A and B groups, if possible with three to
four students in each group.
. Students read the text and agree on questions. Monitor groupwork,
helping where necessary. Make sure they write legibly.

o Groups exchange questions and write answers.


. Groups exchange answers for checking.

@ Give students time to read speakers' opinions.


5.4 c) . Play recording once. Students number statements.
. Students compare answers in pairs.
5.4 6) . Play recording again. Students check answers.
. Check answers, whole class.
Key dL o4 c 1 d3
o Divide class into groups. Each student in group chairs the discussion of one
or two questions, depending on group size.
r Monitor group discussions. Make a note of any problems for remedial
work later.

Follow-up activity
Groups report back on their opinions. Summarize these on board, in
order to compare views of whole class.

**""rce file 5.4


$

uNrr 5 o 33
O Elicit phrases students know for recommending and ordering food. Prompt
with questions: You're in a restaurant. What do you say if you want to order
something? If yow want to recommend?
. Give students time to read menu (p. 51) and wine list (p. 54).
5.5 6j) . Play recording once.
. Students check answers in pa'irs.
Key Duck and red cabbage, beef with red wine and onions, cold cucumber soup
with prawns, lamb cutlets with roast potatoes, a bottle of Beaujolais
5.6 fi) e Play recording once.
o Encourage students to speculate, and give reasons for their opinions.
Key Monique.

5.7 (') o Play recording once. Enc6urage students to speculate.


Key (Possible answer)
Perhaps James wants to ask Monique out for dinner to celebrate her birthday.

@ Give students time to read through phrases.


o Practisepronunciation.
5.5,5.6,5.7 6j-) . Play all three conversations. Students tick phrases.
o Students check answers in oairs.
Key Recommending Ordering
What do vou recommend? l'll have ..
The is rrsrrallv exr:ellent here. l'd like ...
I recommeno ...

Offering Declining
Do have some more ... Thank you, but I couldn't eat any more.
How about ... ?
Would you like ... ?

Thanking and responding Accepting


Thank you for a lovely evening. Yes. That would be very nice.
l'm glad you enjoyed it.

O Students work individually to complete conversation, using list of phrases.


. Check answers, whole class.
Key (Possible answers)
1 do you recommend? B howabout
2 tuna and red pepper salad I I cor rldn't eat 2nv mofe
3 what about beef in red wine? 10 Are you
4 that would be nice 1 1 What about

5 what would you like 12 Yes, l'd like that


6 A bottle of Beaujolais? 13 for a lovely evening
7 that would be very nice 14 l'm glad you enjoyed it, Steve
o Practise pronunciation of conversation.
. Students read dialogue in pairs. Then change roles.
@ Give students time to plan what they will say before they begin the
conversation, but encourage them not to write anything.

o Divide students into groups. Students choose their roles.


. Give students time to prepare their role.
r Monitor role-play.
. Students can do role-play once or twice more, changing roles.

34 o UNrr 5
UNIT 6
o Give students time to look at information and prepare their answers.
. Discuss questions, whole class. Encourage students to guess the answers
to 1 and 3 if they don't know them.
Key EasyJet (British) Southwest (US) JetBlue (US) Ryanair (lrish)

Follow-up activity
Find out if any students in class have travelled on any no-frills airlines.
If so, find out which airlines, and their opinion of them.

o Give students time to read questions. Check vocabulary: flight attendants,


turnaround time (time when aircraft is on ground, between landing and take
off).
6.1 6) . Play recording once. Tell students to listen only, not write.
6.1 6) . Play recording again, pausing for students to note down answers.

o Students compare answers in pairs.

6.1 Cil G) Play recording a third time. Students check answers.


. Check answers, whole class.
Key (Possible answersl
1 Their biggest number of sales is online.
2 fhey don't use tickets.
3 They don't have as many f light attendants as traditional airlines.
4 They have just one type of aircraft.
5 Their turnaround time is only thirtv minutes.
6 When they fly to a big city they normally fly to the airport that is farthest away

o Studenrs work in pairs if they prefer.


. Check answers, whole class.
Key biggest, cheaper, cheapest, fewer, longest, lower, nearest, quicker, smaller,
easier, crowded, effrcient, expensive, furthest, less, more

Comparative and superlative adjectives


. Students complete rules. referring to table in @ and Pocket Book.
. Check answers, whole class.

One-syllable adiectives
Key To make the superlative, add -estto the end of the adjective.
It usually doubles when the adjective has one short vowel and ends in one
consonant, e.g. big, bigger, biggest.
Refer students to Pocket Book p. 2.

Two-syllable adjectives ending in -y


. To make the comparative, chanoe the -yto -i and add -er.
. To make the superlative, change the -yto -i and add -esf.

Other adjectives with two or more syllables


r To make the superlative, put mostor /easf before the adjective.
We use a lotand much.
Refer students to Pocket Book p. 2.

uNrr 6 o 35
Practice O Checkvocabularyinarticle: swruey, legroom,discownt,punctwality,
complaints.
o Students complete article individually.
. Check answers, whole class.
Key 2 lower 8 cheapest 14 longer
3 highest 9 earliest 15 easier
4 worst 10 latest 16 higher
5 most important 11 better 1 7 more complicated
6 more expensive 'l 2 worse 1B highest
7 more crowded 'l
3 more 19 most flexible

Follow-up activity
Spot test. \7rite the words comparatiue and superlatiue onthe board.
Divide students into Groups A and B. In turn students call out an
adjective. Teacher points to either compardtiue or superlatiue. Students
from other group give answer. Correct answers score one point. Students
get an extra point for a correct sentence using the adjective.

*.roorce file 6.1


I
Pronunciation.'
6.2 f) o
:t"J,:".',:J.1ll"o *nn students, repeating exampres.
6 2 6] o :'?;:.'::;Tff::l:J1il:ffi1ffi:,i,,11,,,
a a lot.h!"p..
a
b quicker than ,

c the most plpulu.

d biry
", ",
O Students work in pairs.

6.3 Cil () Play recording. Students check answers.


. Check answers, whole class.
Key 'l .
easier than
a
2 a higher fare
a
3 the same as
a
4 much quicker than

5 not as u,
"t',"trp
6.3 C) O Play recording again, pausing for students to repeat.

36 o UNrr6
@ Students prepare questions in pairs.
Note: all the questions relating to this information are likely to be subject
questions, so the Past Simple form of the verb stays the same as in a positive
statement. There is no did and no inversion.
. 'Walk
round class, monitoring and helping where necessary.

o Students change partners.


o Monitor as previously noting down any problems for remedial work
later.

@ Go through different methods of transport in table. Check vocabulary:


undergrownd ( = underground train, tube), bike ( = bicycle).
6.4 o . Play recording. Students complete table.
o Students compare answers in pairs.
6.4 o . Play recording again ifnecessary.
. Check answers, whole class.
Key Travel by Speaker 1 Speaker 2
traln to get to work to get to work
underground to get to work
car holidays,
going out in the evenings
bus
motorbike holidays, to get to work
bike weekends in summer to go to local sports club,
cycling with friends

6.4 CilO Play recording again. Students note down adjectives.


6.4 O . Play recording again. Students check adjectives.
. Check answers, whole class.
Key faster, more independent, longer, quicker, shorter, most enjoyable, more
expensive, slowest

o Divide students into groups.


r Monitor discussion, noting any problem areas for remedial work later.

o Students work in same groups as for @.


o Monitor discussion as before.
o Groups report back to class on what they consider to be the best and
worst travel experience of their group.

. With students' books closed, write heading Air trauel on board. Students
work in pairs to list as many words connected with the topic as possible.
Set a time limit of five minutes.
. 'Write
suggested words on board. Encourage students to group them into
categories, and to give each category a sub-heading.

o Students match words and pictures.


. Check answers, whole class.
Key (from top) arrivals screen, landing card, customs, aisle seat, label, trolley,
briefcase, overhead locker

o Students list words from box under correct headine.


. Check answers. whole class.

uNrr 6 o 37
Key Documents Terminal On board Luggage
n2qqnnrt check-in desk window seat surtcase
ticket arnvals screen safety instructions trolley
landing card information desk {li^l-.+ ^++^^l^^+
iltvIL oLLEIUCr rL label
passport control seat-belt tUI.;^{^^ ^^
IgiUOJE
duty-free shop arsle seat hand-luggage
qonr rrifrr nhonlz overhead locker
CUSTOMS

Follow-up activity
Students work in groups. One students chooses a word from the groups
in @. The other students ask questions to guess the word. The student
who answers the questions can only give yes and zo answers.
Examples: Is it a person?
Is it a place inside an airport terminal?
Do I need it to trauel by plane?
Is it importdnt for safety reasons?

O Students work in pairs if they prefer. Check vocabulary: unattended, remain


seated, a complete standstill.
. Check answers, whole class.
KeylC 4C 7C
2C 5P 8P
3P or 9P
@ Read descriptions of announcements.
6.5 6) . Play recording once. Students number descriptions.
. Students compare answers in pairs.
6.5 6-) . Play recording againif necessary.
. Check answers, whole class.
Key 1 c 2d 3a 4b
O Before dividing students into groups, allow time for preparation, e.g. five
mtnutes.
. Srudents talk about their topic in groups.
o Monitor groupwork. Make a note of any problems for remedial work
later.

*.ro,, rcefile6.2
$
O Allow a few minutes for students to talk in pairs.
. Feedback. whole class. on what they know about the two museums.

@ 1 Students read their article individually.


. Walk round class, helping where necessary.
2, 3 Students tell each other about the museum they read about.
o Monitor pairwork, making a note of any problems.

o Give students time to prepare their answers.


. Check answers, whole class.
Key (Possible answersl
1 unattractive
za ,,^.,,
vvt Y l^"^^ ^"^^
rorgc orvq
3 very large room which contains a turbine
4 area to show pictures, objects, etc. to the public
5 resemble each other
@ Read questions.
6.6 6] . Play recording once. Tell students to listen only, and not to write.
38 o UNrr6
o In pairs, students tell each other what they remember about three topics in
the questions-
6.6 (fi) . Play recording again, pausing to give students time to note down answers
to questions.
. Check answers, whole class.
Key (Possible answers)
1 Some people like them and others don't.
2 Both museums have got an enormous amount of space.
3 Thev're both on the banks of rivers.

Follow-up activity
Find out if students know of other 'transformations' i.e. buildings of
architectural importance or interest that are used today for a different
purpose from what they were built for, and, if so, what they think of them.

O Give students time to prepare their topic.


r Monitor groupwork. Make a note of any problems for remedial work
later.

() Encourage students to ask each other questions about their topics'

*.ro,rrce file 6.3


$
'Wine
O Remind students of Duncan Ross from Unit 1 (editor and publishe r of
dv Dine magazrne; see p. 6).
. Give students time to read letter.
. Check answer to question, whole class.
Key (Possible answer)
Duncan is writing to lnvite Monique to lunch to discuss business with her.

6.7 Cil e Play recording. Students write the appointment in Monique's diary. Check
answer, whole class.
Key lunch with Duncan Ross, Tuesday, 1 .30 p.m. at the Riverside Restaurant
g Give students time to read through phrases for Making an appointment,
Saying 'yes', and Saying 'no'.
o Practiseoronunciarion,
6.7 () . Play recording again. Students tick the phrases they hear.
Key Making an appointment
When would be convenient for you?
ls next week possible for you?
Shall we say ... ?
What time would suit you?
How about ... ?
Saying'yes'
Yes. Tuesdav suits me fine.
Yes, that's fine.
I look forward to meeting you ...

6.8 fi) @ Play recording. Students note answers.


r Check answers, whole class.
Key 1 She can't come to the meeting on Tuesday.
2 No, he has another appointment then.
3 Friday 18th.
. Read and practise pronunciation of phrases for Changing an
appointment.

uNrT 6 o 3e
6.8 (^il O Play recording again, pausing for students to tick the phrases they hear. Point
out that these will be from all the groups in @.
o Check answers, whole class.
Key Making an appointment
When are you free?
ls ... possible for you?
What about ... ?
Saying'yes'
Yes, I can make it on ...
See vou on ...
Saying'no'
No, l'm afraid l've got another appointment then.
Changing an appointment
l'm very sorry.
l'm afraid lcan't manage our meeting on ...
Could we arrange another time?

O Students work individually to complete conversation, referring to list in @ if


necessary.
r Pairs compare versions, then read conversation.
Key (Possible answersl
1 Chris 6 What about
2 Andrew 7 that suits me fine
3 When would be convenient 8 Shallwe say
4 How about 9 Yes, that's fine
5 l'm afraid l'm busv
O Ask students to note down three appointments they have for next week on
Tuesday,'Wednesday, Thursday or Friday, either in the morning or the
afternoon.
. Students work in AB pairs. Student A begins, and pairs arrange an
appointment for one of those days.
. Students change partners.
. Student B begins, and pairs arrange an appointment for one ofthose days.

@ Follow same procedure as in @.


Key (Possible answers)
1 Jan
2 speaking
3 Armand
4 I have to cancel our meeting on Saturday
5 arrange another time
6 that's fine
7 are you free
8 Mondav convenient
9 l'm afraid l've got another appointment then
1 0 Tuesday
1 1 that',s fine
12 See you on Tuesday at 9 a.m.

O Students change appointments made in @.

@ Change pairs for this activity. Students can sit back-to-back for the telephone
conversation.

Follow-up activity
Give students five minutes to make appointments with as many people
as possible. They should aim to fill their diaries.
. Ask them to change and rearrange at least three of the appointments
they have made.

40 o uNrT 6
UNIT 7
O Discuss answers to questions, whole class. If students are not familiar with
Fairtrade products, draw attention to this name on the products and
encourage them to guess. Prompt with questions: Which countries grow
tbese products? What does'fair trade' mean? What's the difference behueen
these products and those without a Fairtrade label?

@ Give students time to read the information and find the words.
. Check answers, whole class.
Key '1guarantees 4 benefit
2 deal 5 developed countries
3 Third World, developing countries

O Students work in pairs, if they prefer.


. Check answers, whole class.
Key (Possible answers)
1 A better deal.
2 Millions of farmers in 36 countries in the Third World.
3 The rich developed countries.

@ Students match words and meanings.


. Check answers, whole class.
Key1c2a3e4d5b
O Give students time to read datafile.
7.1 6] . Play recording, pausing to give students time to complete datafile.
. students compare answers, whole class.

7.1 cl () Play recording again. Students check answers.


. Check answers. whole class.
Key 1 1992 5 Japan 950
2 1988 6 Hungary 10 2001
311 7 living 11 10
4 Canada 8 working 12 20

..

':.':,:::' . ..::
:.'.
,,, 6',;i.[b;ffi;;ffi;ffii;, , ',:,,
:

,'''' "".*f,-'1 ili:?{::l:'ir*. '': ..: '' :

': '
::',.," -.
:

'' ,, :j'
.,,
*l{i:ipl*=",0-utfenrbseltferteotslmnl

,, ]' t.', li.


.l; ',',,,
,,,',iy**ir*[rffi:d':r:
,:,", ','ru:ftff*fi5*f*H
,:,

;,;;$*
ururr z | +r
Practice O Students work in pairs if they prefer. Set a time limit, e.g. four minutes.
. Students check answers in Pocket Book, pp.6, 13.
. Students test each other in pairs, giving the infinitive form as a prompt.

@ As a preparation for this exercise, write the headings Past Simple and Present
Perfect Sirnple on the board. Give students time expressions, e.g. yesterday,
last week, since last year, recently, since L999, etc. and elicit which tense we
use them with. Write them under the correct heading. Ask students to suggest
more time expressions to use with these tenses and add them to the lists.
. Students complete sentences in pairs.
. Check answers, whole class.
Key 1a 2b 3b 4b 5a
O Students complete extracts individually. Check vocabulary: wages.
. Students compare answers in pairs.
. Check answers, whole class.
Key t hasfallen 5 earned B has made
2 has increased 6 fell t has been
3 have not received 7 went down 10 have qrown
4 have decreased

*"ronrce file 7.1


I
Pronunciation
7.2 6l O Play recording. Elicit fact that underlined words are stressed.
7 3 fir ) stressed words
:'Hil'*":.:If;it:l:;.,']-'
Key '1 company, expanded 4 prices, increased
2 made, changes 5 sure, haven't
3 No, hasn't 6 think, have
7.3 Cil . Play recording again, pausing for choral and individual repetition.
O Students answer question.
Key They are stressed when they are at the end of a sentence. They are not
stressed in other positions in the sentence.

@ Students underline stressed words.

7 4 6) o :'Hil*.:l1Tii.':,:',:answers
Key 1 made, progress 4 think, have
2 sure, has 5 finished, work
3 hope, forgotten, meeting 6 started, yet

@
:'"i'Jiil:1.ji;;r*

@ Students work in AA, BB pairs.


. 'S7alk
round class, checking students' questions.
Key StudentA
a What has Fairtrade given people in the Third World?
b What have producers improved?
c What have they stopped using?
d How have communities used the social oremium?
e What have Edgarand Blanca built?
f What have their children received?
g What has Edgar done all his life?
42 a UNrr 7
Student B
a Who did Edgar and BIanca work for?
b Did thev earn a lot of money?
c What did they buy?
d What did they decide to grow?
e What did Edgar join?
f When did the price of coffee fall?
S Why was Edgar lucky?

o Students work in AB pairs.


. 'Walk round class, monitoring students' questions and answers. Make a
note of any problems for remedial work later.

@ Divide class into groups.


. Monitor group discussion.
. Groups report back on their discussion'

o Students prepare their questions individually.


. Students interview each other in pairs.
. Monitor pairwork interviews, noting any problems for remedial work
later.

@ Students change partners for this practice.


o Monitor pairwork as previously.
. Students tell class two things their partner has done in the last six months.

*"ro,, rcefile7.Z
$
Before doing @, draw the following mini-graph on board and elicit any
trends vocabulary students aheady know.

350
300
250
200
150
100

0
r99B '999 20AA 2001 2002 2003

O Students match descriptions and graphs. Check vocabulary: remained stable,


reached a peak, leuelled off.
r Check answers, whole class.
Key 1 b 2d 3a 4c
O Students complete table. Tell them to check nouns in dictionary if necessary.
r Check answers, whole class.
Key Verb Noun
Infinitive Past Simple
go up went up
improve improved an rmprovement
increase increased an increase
nse rose a rise
decrease decreased a decrease
fall fell a fall
go down went down
o Draw students' attention to shifting stress in noun/verb pronunciation.
ooaa
to increasebut an increase to decreasebtt a decrease
. Practisepronunciation.

uNrr 7 (D 43
o Students work in pairs, if they prefer. Make sure srudents understand
dramatically can have positive as well as negative connotations.
. Check answers, whole class.

Key 1 steadily 2 dramatically 3 slightly


ffi
4 sharply
Elicit more practice of these adverbs by drawing the graph below on the
board.

50
45
40
35
30
25
2A

15

10

0
Jan Feb Mar Apr I May

r Do further practice of adjectives/adverbs. Give the adjective in a sentence,


e.g. There was a slight rise in prices, to elicit Prices rose sligbtly.Then
change and give the adverb to elicit the adjective.

@ Read examples. Draw attention to rise/increase/decrease/fall + m + noun


(a rise in prices), + of + numb er (a rise of 10%) .
. Students complete sentences individually.
. Check answers, whole class.
Key 1 by 2at 3 in 4 from, to 5 by 6 of, in

o Check students understand graph.


7.5 c;) . Play recording, pausing for students to draw each stage of graph.
7.5 6) . Play recording again. Students check graph.
. Check graph by drawing it on board.

o Students work in pairs to draw graph and write description.


o Monitor pairwork, helping where necessary.

44 a UNrr 7
O Students describe their graph to a different partner who draws it from the
description.
. Make sure students do not see their partner's graph until they have
finished drawing it.
. Students show each other their graphs as a check.

*.ro,rrce files 7.3,7.4


$
'With
students' books closed, write on board 'The best companies ...'. Elicit
suggestions for continuing this sentence e.g. pdy good salaries, treat their
employees well, offer training and promotion, etc.

O Books open. Students work individually.


. Students compare answers in pairs.
. Check answers, whole class.
Key 2c 3b 4i 5f
@ Give students time to prepare their answers individually.
. Divide class into groups. Students tell each other their opinions.
. Monitor group discussion, noting any problems for remedial work later'
. Whole class feedback. Summarize students'choices on board to show
what class consider the most important benefits.

o Give students time to read questions.


7.6 m o Play recording once. Tell students to listen only.
o In pairs students compare what they remember, in answer to the
questions.
7.6 (^) . Play recording again, pausing for students to note down answers'
. Students compare their answers in pairs.
. Check answers, whole class.
Key (Possible answers)
1 Everyone gets them, not just the people at the top.
2 No, it isn't a problem.
3 Two out of the fifty companies in the survey.
4 You don't find private offices and executive dining rooms.

@ Students read articles and prepare their answers to questions in @.


o Monitor individual work and help where necessary.
o Divide class into groups.
o Monitor group discussion, noting any problems for remedial work later.
. Whole class feedback. Summarize groups' opinions on board.
*.ro,rrce file 7.5
I
O Check students remember James Turner writes for Wine ds Dine.
. Give students time to read questions. Check vocabulary:
celebration/celebrate, anniuersary, ch arter a plane.
7.7 6) r Play recording.
o Students note answers to questions.
. Check answers, whole class.
Key 1 The tenth anniversary of Wine & Dine magaztne.
2 Because Scotland is too far for oeople to travel.
3 The publication of James's book on ltalian wines.
4 He thinks it's a wonderful idea. \

@ Give students time to read through phrases.


. Practisepronunciation.
7.7 6l . Play recording again. Students tick the phrases they hear.
o Students check answers in pairs.

uNrr 7 (D 45
Key Asking for opinions Agreeing
What do you think about ... ? I agree.
What's your opinion of ... ? | certainly agree with that.
How do you feel about ... ?
Giving opinions
In my opinion ...
I think ...

O Give students time to read through statements. Check vocabulary: treasure


hunt.
7.8 6) '. Play recording. Students tick T or F.
Check answers, whole class.
Key 1T 2F 3F 4T
@ Give students time to read through phrases.
o Practisepronunciation.
7.8 fil . Play recording again. Students tick the phrases they hear.
r Srudents check answers in pairs.
Key Making suggestions Accepting suggestions
Isuggest ... Yes, let's do that.
How about ... ? Asking for suggestions
Why don't we ... ? Do you have any suggestions for ... ?

Why not ... ? Rejecting suggestions


We could ... l'm not sure about that.

O \frite on board: go to London? going to London?

Draw attention to the -ing form of verb after How about ...? and'V/hat
about ...?, and infinitive without to after Vlhy not...i Also word order in
'Why
don't we ...?
r Practise pronunciation.
. Srudents do matching exercise in pairs.
. Check answers, whole class.
Key (Possible answers)
I suggest we go skiing next weekend./go to a restaurant in the evening.
How about buying tickets for the music festival?/going away for a few days?
What about going away for a few days?/buying tickets for the music festivalT
Why don't we invite some f riends for dinner?/spend next Sunday in the
cou ntryT
Why not spend next Sunday in the country?/invite some friends for dinner?
We could go to a restaurant in the evening./go skiing next weekend.
. Oral practice. Give prompts of second half of sentence: meeting this
euening? haue lwnch early. go to Rome. eating out? Students complete
sentences.
. Ask students to make their own suggestions. Prompt if necessary: Any
ideas on . .. (what to do after class)?

@ Uvlde class into groups.


o Monitor group work.
O Divide class into new groups.
r Monitor group work.
r Groups report back on their suggestions.
d\ - r, -.
111a ResourcefileT.6
V

46 o UN|T 7
UNIT 8
The aim of the information in this unit is to raise awareness of cross-cultural
differences, and of the misunderstandings that can occur through lack of
awareness of those differences. The information is intended as a general
guide to cultural behaviour in a country, not as a description of all the
individuals in that country.

o Students discuss answers in pairs. Ask students to be ready to report back to


class on their partner's answers.
o Discuss answers, whole class. Encourage students to talk about their
experiences.
o '$7ith
mixed nationality classes, encourage students to ask each other
questions about any differences they have noted. (This may be more
appropriately done as pairwork with some groups.)

o Students work individually, then compare answers in pairs.


. Check answers, whole class.
Key IO 2g AT
JI 4a 5c 6d 7e
o Students read each extract.
. Students discuss with partner which nationality each extract describes.
o Students tick their choice for each extract.
. Feedback, whole class. Ask students to give reasons for their choices.
Key Extract 1 Germany
Extract 2 Japan
Extract 3 ltaly
Note: students may think Extract 3 describes the French and Spanish as well
so it may be useful at this point to explore further similarities and differences
between these three nationalities.

@ Discuss questions, whole class. Encourage students to speak freely about


what they think and give reasons for their opinions.

o Students find verbs and phrases.


. Feedback, whole class.
Key i m portant to, shou ld/sh ou ld n't
it's
(have to is used to describe necessity/obllgation rather than advice.)

Modal verbs r Students read examples and complete rules.


. Check answers, whole class.
Key Use shouldn'tto say it's a bad idea.
tJse have to to say it's necessary or obligatory.
tJse don't have tolo say it's not necessary or obligatory.
Use mayto say it's about 50% possible.
,\
(A Stud.nts discuss answers to questions in pairs, referring to Pocket
\l gook p. 8.
Other examples of modals from book extracts in @:
Extract 1 Extract 3
you should focus on facts People may be late
You should also prepare well their way of working may seem
you shouldn't use first names they don't feel they have to
Extract 2 you should dress well
you should do the same
it may mean 'l understand'
it might be because ...

uNrr 8 o 47
Practice O Students work individually.
. Check answers, whole class.
Key t have to 4 should
2 don't have to 5 shouldn't
3 may/might
. Ask students if they knew any of this information before doing the
exercise and if any of the information surprised them.

@ Students discuss with a partner. Encourage them to guess if they have no idea
of the reason.
. Feedback. whole class. on students'ideas.

8.1 Cil O Play recording, pausing to elicit reasons and compare students' suggestions.
Encourage students to talk about any similarities between the customs and
regulations described here and other countries they know

Follow-up activity
Ask students if they can give other examples of cultural dos and don'ts
which seem strange or unusual to other nationalities.

*.ronrce file 8.1,


$
Pronunciation
This pronunciation practice is designed to demonstrate that where stress is
placed in a sentence can affect meaning.

S.2 Cil (D Play recording once. Students underline the two words with the main stress.
Key few many

8.3 f) O Play recording once. Students underline two words in each sentence with

:'::H:.'.'*0,,. a nswers in pa irs.


8.3 Cil O Play recording again, pausing after each sentence to check answers to @
and for students to repeat sentences.
Key 1 punctual, formal 4 Japanese, ltalians
2 suit, tie 5 work, party
3 You, managers
@ "ff 'A,
:' :,:ffi.;l: i :?,'.ffi * 3,1i1;H,'*:::: :[ :ffi k,,., d.,,,,
how the meaning changes.

@ Students can work in pairs if they are the same nationality.


o Monitor students' work.
. Feedback, whole class, to compare differences in the advice from a
multilingual class, and similarities and differences in the advice from a
monolingual class.

O Divide students into groups. Set a time limit for the groupwork, e.g. fifteen
minutes. Tell students to choose a group leader to present their ideas to the
class in @.
o Monitor groupwork, helping where necessary.
() Group leaders present their group's ideas. Write suggestions on board in
order to compare similarities/differences in groups' opinions. If appropriate,
list the suggestions in order of importance to the class as a whole.

48 o UNrrs
O Students use information in dictionary extracts to complete table.
o Check answers, whole class.
Key Adjective Opposite adjective Noun
eff icient ineff icient eff rciency
honest dishonest honesty
polite impolite politeness
punctual unpunctual punctualrty
reliable unreliable reliability

@ Elicit the different prefixes in the table: in-, dis-, im-, un-, and the different
suffixes: -y, -ness, -ity. Draw attention to the fact that wn- is the most
common prefix and that a dictionary does not usually give an opposite
adjective with this prefix.
. Students test each other in pairs, covering the opposite adjectives and
nouns in O and giving the adjectives as prompts.

o Students match adjectives and definitions.


. Check answers, whole class.
Key '1sociable 5 ambitious 8 creative
2 patient 6 organized 9 outgoing
3 hard-working 7 adaptable 10 sensitive
4 easy-going
. Students test each other in pairs, covering adjectives in box and giving
definitions as prompts.

@ Students work in pairs. Tell them to refer to a dictionary ifnecessary.


. Check answers, whole class.
Key Adjective Opposite adjective Noun
ambitious unambitious ambition
nrdantTaal rlicnrnanizod organization
patient impatient Pq ugr ruv
sensitive insensitive sensitivity

o Give students a few minutes to think about their answers.


. Students say which three adjectives best describe their character. Ifthey
would like to be different in any way, encourage them to explain why.

@ Divide students into groups.


r Monitor groupwork, helping where necessary.

o Groups report back to class. Summ arize their opinions by listing adjectives
and nationalities each group chose on board. Discuss with the class the
similarities/differences between the groups.

@ Discuss question, whole class. Encourage students to give reasons for their
opinions.

O Go through the characteristics of Linear-actiue, Multi-actiue, and Reactiue


cultures with students and check understanding.
o Ask students which group of countries in A they would match each
culture with.

8.4 C) ) Play recording. Students check their answers for Q.


Key Linear-activegroup the USA and northern Europe
Multi-active group southern Europe and Latin America
Reactive group south-east Asia and Finland

uNrT 8 o +S
O Go through the table with students. Check they understand what to do.
8.5 cr) . Play recording. Students write L, R, and M on the line.
. Students compare their answers.
8.5 (') . Play recording again. Students check answers.
. Check answers. whole class.
Key long pauses LM no long pauses
in conversation rn conversatron
a lot of evc contact M L R very little eye contact
qtand clnqe
vre,,uv,vuv tooethef
(vYv M ' .' L. R stand further away
use gestures a lot M L" R use gestures very little

@ Discuss questions, whole class. Ask students to give reasons for their opinions.

o Divide students into groups. Set a time limit for the activity. Tell groups you
want three people in the group to report back to the class on one question each.
r Monitor groupwork, helping where necessary. Make a note of any
problems for remedial work later.
. Groups report back to whole class.

@ Give students a few minutes to prepare their answers.


o Discuss cuestion. whole class.

*.ro.rrce file 8.2


$
o Check vocabulary: inuite, inuitation, accept, decline.
. Elicit phrases students know for inviting, accepting, and declining.
Prompt with questions: Yow want to inuite someone to dinner, what do
you say? You can't accept an inuitation, what do you say? etc.
. Students read invitation. Check: RSVP (Rdpondez s'il uous pldtt = rePU
please).
8.6 cr) . Play recording.
. Check answers. whole class.
Key 1 He invites Monique to stay at Glencross after the celebration.
2 She agrees to stay until the 7th. 1

o Play recording again, ifnecessary.


s.7 6^il ) Play recording.
. Check answers. whole class.
Key 1 Because he's going to be very busy.
2 Duncan tells him that Monique is going to stay.

o Give students time to read through the phrases.


o Practisepronunciation.
8.6,8.7 6) . Play both dialogues again. Students tick phrases.
. Check answers. whole class.
Key Inviting Accepting
l'd like to invite you to .. . Thank you. l'd be delighted to accept
Would you join us ... ? Thank you. l'd love to.
Would you like to ... ? Declining
How about ... ? l'd love to, but (l'm afraid I can't\.
Thanks a lot, but ...
. Point out that we usually give a reason when we decline an invitation, in
order not to seem impolite.

@ Monitor pairwork.

Follow-up activity
Ask students to write down the ideas they had for extra situations for
role-play. Swap with other pairs for further practice.

50 o uNrr 8
*.roorce files 8.3, 8.4
$
UNIT 9
o Discuss question, whole class.

@ Look at pictures. Find out if students have heard of any of the companies
and, if, so, what they know about them.
. Students complete sentences. Tell them to try to guess the answers if they
have no idea!

e.l cil o Play recording. Students check answers.


o Check answers, whole class.
Key 1d1000 2c850 3a1472 4e500 5 b 1665
@ Students tell each other what they remember about 1-4.

s.l cil o Play recording again. Students check their answers for @.
. Check answers, whole class.
Key (Possible answers)
1 They are about the business world. Several are best-sellers.
2 fhey are family businesses.
3 He uses Beretta guns.
4 Saint-Gobain makes the qlass for them.

Fresent,Pertect'Simple,And,Freiont,FedectConlingouelI:,
r'i-i l : I I . -.':'''r' i
'. ,

it.. . , i. . r'l' :'i'i ..


r r ..: ... .

''''I' StudeniqreadexamplqsforthqPresentP,erfectSimple.
I. I : ' ' . Drawaqtentiontofirsttimaliiia-thf,FiesentPerfeetisirnpleforpast
activities and situations in a time up to the present. Remlnd ,tud.nt,
: ,, , ' ', ' r ' |,r , ',

thgy practised this use,of ihe,Prgsent Prefect Simpl.e in UnitrT,


i ' I -,i. i r Elicit from students true exemples about the.mselves.Mo-del firol with

situation which began in thel"tl to.the present.


"19^.oltinues ^
As this use of the Present Perfect is difficult for students whose first
I
:r'
to,*"pi*fs th_is goncept B.ive
.,.'....,. '
,' ' langua$r .rses the Ptesry
1i*p-fr {ur$er
present iob for/since ..., ['ue had my car forlsince ...
.'],ii:'..:..."

v
]1l.1.:l''1...:].'l.'..l.l:..l]..diffcu!tforqtudents.whoia.f!s1:t!"guage1u5es.the
:",
to express this concept. Cive eximples about yourself: I'ue been
.,..']l]l:..]l..-.:':.''ll::'.;:.i.'.i'.]':].]].i''
:"-::::::",:::i,^i'I-; r' | ,:::;::':::.,:':::;:^"
for/since... before prompting examples from studentsz How long haue

Students complete grammar rule.


Key Use the Present Perfect Continuous to focus on an activity which is not
.:
finished and the Present Perfect Simple to focus on the result or completion

./\
v
\tt\ Refer students to Pocket Book p. 14.

uNrr e (D 51
sthce and for Students read examples and complete grammar rule.
Key Use since with a point of time and forwith a period of time.

v
(*\ n.f". students to Pocket Book p. l6.

Practice O Students work individually.


. Check answers, whole class.
Key l since 3since Sfor Tsince gsince
2 for 4 since 6 for 8 for 10 since
. Students test each other in pairs, covering the answers and prompting
with a week, last Saturday, etc.

@ Students work individually.


. Students compare answers.
. Check answers, whole class, eliciting reason for choice of the Present -
Perfect Simple or Continuous.
Key t have been 3 have been making 5 has the company been
2 have you had 4 have produced

*.ro,rrcefile9.1
$
O Students work together to write questions.
r Monitor pairwork, helping where necessary.
. Check answers, whole class.
Key (Possible answers)
'l What has Oliver Gore written?
2 How long has the oldest wine business in France been in the same family?
3 How long has Barone Ricasole been producing wine?
4 How long has Beretta been making guns?
5 What has Saint-Gobain done in its lonq historvT
@ Students work in pairs if they prefer.
. Check answers, whole class.
Key 1 was founded 7 has built 13 cost
2 builds 8 canorder 14 was
3 repairs t has been producing 15 has been extending
4 has been doing 10 wanted 16 has established
5 has created 11 grew 17 has made
6 has included 12 made
O Students work individuallS then compare answers in pairs.
. Check answersr whole class.
Key Kongo Gumi
a has created, has included, has built b has been doing
Kodak
a has established, has made b has been producing, has been extending

*"ron rcefile9.2
$
() Students work together to prepare questions.
o Monitor pairwork, helping where necessary.

O Students interview each other.


o Monitor pairwork interviews and note any problems for remedial work.
() Collect pieces of paper and redistribute them.

O Students read the sentences and guess who they describe.

52 (, UNrrs
Find out if students read English newspapers and if so, whether they find
headlines difficult to understand. Ask them why.

o Students answer questions in pairs.


. Check answers, whole class.
Key {Possible answers)
1 Because car makers are reducing prices.
2 Yes, because they're buying goods on credit.
3 No, there's a rise in emplovment.
4 lt's good - the f orecast is a 2o/o growth.
5 Because of a strike.
6 ainvest estrike
b forecasts f industrialization
c industrialists q wins
d consumers
o Students test each other in pairs on the vocabulary in 6, eliciting words in
headlines by giving definitions in 6 a-9.

@ Students complete table.


. Students compare their tables.
. Check answers, whole class. Elicit spelling and write on board.
Key Verb Noun (activity, thingl Noun (personl
oeverop development oevetooer
employ employment emproyer
INVESI rnvestment rnvestor
manage management manager

compete competition compeiltor


consume consumption consumer
produce product/ptoduelon pro0ucer

economize economv/economics economrst


industrialize i ndustry/i nd ustrial ization industrialist
. Students cover the two noun columns in the table and test each other on
these, giving the verbs as prompts.

Pronunciation
e'2 cil o
:t"J,:tat"""t:tL*0.* examples a, b, andc, chorauy and individuauy.

@ Students work together to put words in correct columns.


9.3 fil O Play recording. Students check answers.
Key a develop, producer, investment, consumption
b management, company, government
c industrial, economy, competitor
9.3 6) () Play recording again, pausing for students to repeat words to themselves.
o :'"*::lT:,il1:';:[:,",,
Key consumer a manager b
customer b oroduction a
economize c employment a
developer c economist c

@ Students practise words in @ in pairs.

uNrr 9 o 53
o Students work in pairs if they prefer.
. Check answers, whole class.
Key consumer society/goods
management skills/development
free-market economy
developing countries
develooed countries
industrialized economy
industrial production
mass production/market

@ Students work together to write headlines.


r Monitor pairwork, helping where necessary.
o Pairs exchange headlines.
r Monitor students'work as before.

@ Feedback, whole class.

o Elicit from students what they know about the changes that have taken place
in China in recent years.
r In groups, students read statements about China and discuss their
opinions.
. Students write T or F under the first heading, to show their own opinion.

o Students read article and write T or F under the second heading.


. Check answers, whole class.
Key 1T 2F 3F 4f 5F 6F 7r
. Ask students if any of the information in the article surprised them, and if
so, why.

() Tell students the words are in the same order as in the article.
. Students check answers in pairs.
. Check answers. whole class.
Key 1 investing in 5 afford
2 labour force 6 loint ventures
3 changed dramatically 7 impact
4 shopping malls 8 the environment
o Students test each other in pairs, covering the answers if written and
giving the definitions as in prompts.

@ Tell students the numbers and phrases are in the same order as in the article.
. Check answers, whole class.
Key (Possible answersl
1 China's economy
2 China's market
3 the foreign investment China received in 2001
4 average income in China
5 the numbers of cars in China in 2002
6 global car makers that have set up joint ventures with Chinese car firms

o Students discuss their opinions in groups.


r Monitor group discussions. Make a note of any problems for remedial
work later.

54 o UN|T e
Follow-up activity
Ask students to prepare a short talk on the following:
1 Describe a country, city, town, or areawhich has changed a lot.
2 Say what you think are the reasons for the changes.
3 Give your opinion of whether the changes are good or bad, or both.

*.rourcefiles 9.3,9.4
9
O Elicit phrases students know for offers and requests' Prompt with questions:
V{hat do you say if yow see someone carrying a lot of books? If you need help
witb an exercise?
e.4 fi) . Play recording once. Students note down information.
. Students compare information in pairs.
e.4 6) . Play recording again, ifnecessary.
r Check answers. whole class.
Key Book flight Edinburgh-Paris on Sunday afternoon/evening
Book hotel Paris - three nights
Get information about plane and train to Bordeaux on Wednesday

s.5 fi) a Play recording.


. Students answer questions in pairs.
. Check answers, whole class.
Key 1 By direct flight f rom Bordeaux.
2 Because he's going to stay with some f riends.

() Give students time to read phrases.


o Practise oronunciation.
9.4,9.5 Cil '. Play the i*o conversations again.
Students tick the phrases they hear.
. Students check answers in pairs.
Note: response to Do you mind... ?No = OK, go ahead.
Key Requesting Agreeing
Can you... ? Yes, of course.
Could you... ? Yes, certainly.
Would you mind ... (+ -ing)i No, of course not.
Do you think you could ... 7
Offering Accepting
Shall | ... 7 Yes, please.
Do you want me to ... ? Thank you. l'd appreciate that.
Would you like me to ... ?
Declining
Thanks, but that won't be necessary.

@ Students practise in pairs.


. Follow up with quick whole class practice of the same situations.
Nominate students at random to make an offer and respond.

0 Follow same procedure as for @.


@ Students work with a different partner for this pairwork.
o Ask students to keep a note of the additional situations they think of'
Practise them with whole class.

uNrr e (, 55
UNIT 1O
O Students brainstorm ideas in groups. Set a time limit e.g. eight minutes.
r Monitor group work, helping where necessary. Feedback, whole class.

O Students work individually to match words and meanings.


. Students compare answers in pairs. Check answers, whole class.
Key 1g 2a 3b 4e 5f 6h 7c Bd
O Students read extracts and write headlines from Q.
o Monitor individual work, helping where necessary.
o Check answers, whole class.
Key 1 One planet is not enough 4 Global warming - real or imagined?
2 Hope for forests? 5 Water - a global crisis
3 Wildlife habitats disappearing 6 US puts economy first
() Students work in pairs if they prefer. Feedback, whole class.
Key All verbs referring to future in extracts in @:
1 ... we will need ...
2 ... itwill be ..., we'll havetowork ...
3 ... will destroy..., will disappear...
4 ... they'll worry..., ... itwill be..., ltwon'tbe...
5 ... willrise ...
6 ... will increase ..., we'll be able ..., we won'1 ..., won't survive ...

will + intinitive, l st Conditional, if and when


.'.i..;:-.i..i''il.1.;.11.$1gden.ts'read:',ex.a
r ,i 'r, , r:ir.r.studgnti answer,question','in,,pairC; referring to Pocket Bookp; S'if:thgy,..,:.t,,,
are not sure.
,',", ,' ,',i,r,fr;ftise,4Giti; ini.ih;h,;;
:1;:;':;:'1:11.;ll:.:'':':3g31emcnts,.e.g.rh$.:Ei.8!i'sb....mirie.wi|:t.:f,it!
pigmrt.b*wingqoet1tve'..,,,,,,, ,,,,:.

..:.:::..:.......:.:.vg7
give short answers.

Note: We can use both g.oing to and will futures for future predictions.
'...1'..,:.,..Holutaar.r.piaple.'aie$aiii$.;i..a
' '. ,
,,,,'.,,l pabpie,wlllat*adt rneCnthe,saC,,,,For themain,diffeieneei,k#etn::: r:i:t:r:::ri:,:i,r:

,l.:'.,; ,.r :$.61


. Students complete rule in pairs.
.,'.Ket'::..,i*,.A'lCt,'Cohditiona! se,ntence, use the Fies.ent,$imp,b.,aftsi,if.th.di.wil/;,1,1111.1'.t1.'1t,;.
infinitive to express the result.
Other 1st Conditional sentences in extracts in @:
" We'll have to work very hard if We want to save the planet.
lf we don't save these"habitats, 20o/o of the wortd's birds, animals, and ptants
wtll dtsappear tor ever. .

.'..','',,.,',,,::,
tf; wC
year 2025.
"lf the IJSA works with other countries to reduce global warming, we'tl.be ab'te
to limit the damage.
lf it doesn't, we won't, and our planet won't suruivet
r Students read exampl es for if and when.
. Students complete rule in pairs.
Key lJse if to exot"esl,a' eoesllb'fl,l'tv,and,.,w*en,,to. exPr695.,a, certa ntv,

,T. Refes'stu4cnts:tp]PQcket]:BCI0kp''2,.i:'.'.]'.]..i].
56 o UN|T 10
Practice O Students work individually to complete extracts.
o Monitor students' work, helping if necessary.
. Students compare answers in pairs.
o Check answers. whole class.
Key 1 do 8 are 15 willget
2 will see 9 will lose 16 will not fight
3 continue 10 will increase 17 do not have
4 willbe 11 happens 18 willfight
5 will lose 12 will rise 19 will not survive
6 will have 13 will put
7 will rise 14 continues
@ This practice activity gives students an opportunity to give their opinion of
the predictions made in the newspaper extracts in Q'
. Read through the answers, checking students understand the differences
between them.
. Students ask each other each question in turn, and give their opinion in
reply.
. Feedback, whole class, to compare students' opinions. Encourage
students to give reasons for their opinions.

*.ro,rrcefile 10.1
$
Pronunciation
This minimal pair may not represent a problem for all nationalities, but
practice will raise awareness that individual sounds can affect meaning.
10'1 6) (D
:t"{,;,'.','tlj|?o".r,. symbors til andli:/ on board. practise sounds with
students, repeating examples a and b.

102 6il )
:'Hil'*::.:IiTiiff\:,*'
Keylb3a5a7a
2a 4b 6b 8b
10.2 Cil O Play recording again. Do choral and individual repetition.

@
:'"*::l:::1,."'.1*n.,. .,",,
Key1b3a5b
2b 4b 6a
10.3 Cl G) Play recording, pausing for students to repeat the sentences to themselves.

O Elicitwhenweuse if andwhen.
. Students complete sentences individually.
. Feedback. whole class.

*.ro,rrcefile 10.2
$
@ Give students time to prepare their answers.
. Feedback, whole class. Encourage follow-up and reaction questions:
What makes you think that? Are you sure?

O Remind students of the use of the Present Simple in the i/clause in the 1st
Conditional.
. Students complete sentences individually.
. Monitorstudents' work,
. Ask students to read out some sentences each.
uNrr 1o O sz
@ Give students time to read quotation. Check vocabulary: policies, greatest
spectacles, habitable by all species.
. Divide students into groups. Set a time limit for the discussion, e.g. ten
minutes.
o Monitor groupwork. Make a note of any problems for remedial work
later.
r Feedback, whole class, to summarize and compare opinions of class.

o Set a time limit, e.g. six minutes, for students to match vocabulary to objects
in picture of office.
. Check answers, whole class.
Key bin 20 desk lamp 10 paper 8 plant 3
chair 19 filing cabinet 6 pen 16 printer 9
clock 2 keyboard 12 personal year planner 1

coffee machine 4 lift 5 organizer 15


computer 7 mouse 13 phone 17
desk 11 mouse mat 14 photocopier 18
o Practise pronunciation and spelling.
. Students cover vocabulary and test each other in pairs, pointing to objects
in picture.

@ Give students time to look at preposition diagrams.


o Test students' understanding ofthe prepositions by giving true and false
statements about the location of obiects in the classroom. Elicit correct
preposition for the false statements.
. Look at picture of office. Name an object in the picture. Students describe
its location.
. Individual students make false statements about objects in the picture,
others correct them, e.g. The clock is on the desk. No, it isn't. It's on the
wall., etc.

o Students may want to make a simple sketch before they describe their
office/work area. Suggest they do not include too many items.
r Students exchange drawings when they have finished to check accuracy.
-a,
\iJ Resource file 10.3
V
o \7ith students' books closed, write Liuing longer, growing younger on the
board. Brainstorm with class what they think this Skills focus section will be
about.
. Books open. Students work individually, then compare answers in pairs.
Check vocabulary: life expectancy, auerage birtb rate, working-age
population.
. Check answers, whole class.
Key 1 The life expectancy for a woman 100 years ago.
)
L T|na
I ttv lifa
ilru ovnonfrnnrr
un vuurorruy lvt oc rarnman
fnr vvvt ttot I tn.larr
Lvuqy.
3 The gift from the Japanese government to women as soon as they have a
baby.
4 The average number of children that Japanese women have.
5 The fall in the working-age population in ltaly by 2050.
6 The number of people over 65 by 2030.

@ Give students time to prepare their answers to the questions.


o Discuss questions, whole class. Encourage follow-up and reaction to
question 2.

o Give students time to read questions. Check vocabulary: retirement age.


10.4 6) . PIay recording. Tell students to listen only not to write anything.
r In pairs, students say what they remember, in answer to the questions.
10.4 (') . Play recording again, pausing for students to note down answers.
. Check answers, whole class.
58 o UN|T 10
Key {Possible answers)
1 Yes, if she's healthy and enjoying life.
2 lt's increasing with every generation.
3 Providing help and medical care for older people.
4 Because there will be more old people than children and fewer working
people to pay the pensions of all the retired people.
5 No, he doesn't.

@ Set a timelimit for the discussion, e.g. eight minutes.


o Monitor group work. Make a note of any problems for remedial work
Iater.
. Feedback, whole class, to summarize and compare opinions of class'

O Students work individually, then compare answers in pairs'


. Check answers, whole class.
Key'l c 2d 3a 4b
() Students answer questions in pairs, if they prefer' Check vocabulary:
inf e ctious dis ease s, contraceptiu e pill.
. Check answers, whole class.
Key (Possible answersl
1 lt has almost tripled.
2 Because of advances in medicine and public sanitation.
3 The number of pensioners will rise by 70 million, while the working-age
population will rise by only 5 million.
4 She completed the first Eco-Challenge.

O Set a time limit for the group discussion, e.g. ten minutes' Tell groups to
appoint a group leader to report back on group's opinions.
o Monitor group work. Make a note of any problems for remedial work
later.
o Group leaders report back to class.
.).
\Sl Resource file 10.4
v
O Remind students of the information Duncan Ross asked his secretary, Carol,
to get in Unit 9. (Flight times Edinburgh-Paris, train and flight times
Paris-Bordeaux.)
10.5 6? . Play recording. Students note down information, then check information
in pairs.
. Play recording again if necessary.
Key Edinburgh Paris Bordeaux London
Sun p.m. 14.45 18.45 Fri P.m. 14.40 15.10
16.00 20.50
18.00 23.05

@ Students read through phrases.


e Practisepronunciation.
10.5 cil . Play recording again. Students tick phrases.
. Check answers, whole class.
Key Asking for information Checking
l'd like some information about... Let me check
Do vou know ... 7
Could vou tell me ... ?
Apologizing
l'm afraid I don't have anv lnformation
about ...
Showing understanding Asking for repetition
Right, l've got that. Could you repeat that, please?

uNrr 10 o 59
10.6 Cl O Play recording. Students note down information.
. Students check information in pairs.
. Play recording again, ifnecessary.
Key Train times Paris Bordeaux
Wed arrive by 1 p.m. 10 a.m. 1 p.m
Which station? Paris Montparnasse

10-6 f) @ Play recording again. Pause for students to complete quesrions.


. Check answers, whole class.
Key 1 Can you tell me when you want to travel?
2 Could you tell me when it leaves Paris?
3 Do you know which station it leaves f rom?

O Give students time to read examples and answer quesrions in pairs.


. Check answers, whole class.
Key An indirect question is more polite.
In an indirect question, there is no inversion of the subject and verb and no
auxiliary verb form, e.g. do, does, did.
. If explanation is needed, write sentence starters on board: Could you tell
me ... ? Do you know ... ? I'd like to know... and direct questions: How
far is it? What time is it? Is it far? When does it leaue? How long does it
take? Demonstrate with arrows and erasure the changes of word order
from question form to statement form. Practise with prompt questions.
() Check answers, whole class.
Key 1 and 3 are correct.
2 l'd like to know how long the journey takes.
4 Can you tell me which airport the flight leaves from?
5 Do you know how much the fare is?
6 l'd like to know where I can buy a ticket.
. Explain that it is not necessary or usual to use indirect questions
repeatedly.

Follow-up activity
Write on board: Do you know ... ? Can you tell me ... ?
Could yow tell me ... ?
. Divide class into two groups, A and B.
. Students from both groups take turns to give the other group a direct
question, which that group has to change into an indirect question.
The correct indirect question scores a point.

o Students prepare questions in AA, BB pairs, then work in AB pairs for role-
plays.
r Tell students to cover their partner's information.
. Students can sit back-to-back for the role-plays.
. After role-plays, students check each other's information.

60 o uNrr 10
UNIT 11
o Set a time limit for group work, e.g. five minutes.
o Groups report back to class. List different methods on board' Find out
how many students in class use each of the methods listed.

@ Give students time to read questions. Check vocabulary: traffic congestion,


under gr ound, Ii gh t -r ail sy st em.
. Students read newspaper extracts, then compare answers to questions in
pairs.
. Check answers, whole class.
Key (Possible answersl
1 They charged motorists to drive in the city centre.
2 lt's a lot higher - 40% of journeys are by public transport.
3 The Netherlands and Denmark.
4 Because it was a lot cheaper.
5 A car-sharing scheme.

o Check students understand TV panel discussion.


o Go through suggestions a-e.
11.1 a o Play recording. Students match suggestions to speakers.
.
11.1 O Play recording again, pausing to check answers.
Key John b Susanna d David e Kate a Nick c

2nd Conditional r Students read examples and complete grammar rule for the 2nd

arter irand woutd or


l(ey,
a#ffii!i1,1i"*"ce, use the Past Simpre
:" i:; i:t lt: J ;$::i:T ;:tl:,.
't1',f,iiii7,'J'ii,::;::;::;;:;n!ik:,'1tr;lbtef o*ranspor'l?
i,::::;::::;:ff ;:":",:T","'il"T:iil),',,"n,,,.wnsandci,ies
wit woutd they do to reduce the problem of traffic congestion ahd potlution?
we charsed motorists.for drivins in city centres, we'd reduce
,;,:;[:"r:;::f
:,*yli:::";:lr:i:i:::',::i#i#:,",k:::ilzy:i':;zi:ndras,er
lf more people travelted in the.same ca.r, there'd be a lot less traffic.

',':i:T:
Ke* r::;;',":,:IH;' T:iill
"
lf t^boiught a bike t;d cycte to work.. -- possiblp OyI
. 0,, o -,u
unlif<.efv
.

*.tU, students to Pocket Book p. 3.


$

*.ro,rrcefile 11.1
I

uNrr 1l O or
Pronunciation
t t.Z Q Q Play recording. Elicit which verbs are contractions.

11.3 6) e Play recording, pausing to give students time to write.


11.3 6] O Play recording again' Students check answers.
Key 'l lf she's late, she'll miss the plane.
2 l'd drive to work if I had a car.
3 lf you come tomorrow l'll meet you at the airport.
4 We'd have fewer problems if we changed the system.
5 We won't find a solution if we don't do something quickly.
6 lf they don't get here before 6 o'clock, I won't see them.
7 They wouldn't leave the company if there wasn't a problem.
B She wouldn't work if she didn't need the monev.

@ Students answer question in pairs.


Key 1,3,5,6: lstConditional 2,4,7,8:2ndConditional
O Monitor pairwork practice.

Practice O Students complete sentences individually.


. Students compare answers in pairs.
. Check answers, whole class.
Key 1 lived. would/'d walk
2 wouldn't drive, was/were
3 wasn't/was not, weren't/were not, would use
4 would/'d cycle, was/were
5 were, would be
6 would drive, introduced
@ Give students time to prepare answers.
. Feedback, on students'opinions and suggestions.

0 Students decide on advice in pairs.


. Feedback. whole class. Discuss ideas with class and decide which is best
advice for each situation.

@ Before pairwork, elicit suggestions from class on how you can best get to
know another country's culture.
. Students discuss their choice of country and the five things they would do.

o Students change partners for interviews.


. Feedback, whole class. Summarize students' suggestions on board. Class
vote on the five best ideas.

v
With books closed find out what students know about Brussels.

o Books open. Students read questions 1-5 and answer any questions they can.
. Students read description to find/check answers to questions.
Key (Possible answersl
1 Because the European Parliament is there.
2 In manufacturing, metal, electrical, pharmaceutical, and chemical, and in
services banking, financial services, and tourism.
3 The historic centre of Brussels and one of Europe's most beautif ul squares.
4 A lot of restaurants.
5 Museums, theatre, music, dance, opera, and international films.

62 a UNrT 11
@ Students match words in pairs.
Key capitalcity
official languages
multinational companies
manufacturing industries
f nancial/cultural centre
i

snopplng arcaues
^L^^^i^^ ^,^^,{^,
cultural attractions

O Students find vocabul ary for each topic group in the description.
Key (Possible answers)
geography/economy capital city, administrative/financial/commercial centre,
population, inhabitants, headquarters, multinational companies, head offices,
manufacturing/service industries, metal/electrical/pharmaceuticaUchemical
industries, banking, financial services, tourism, shopping arcades
transport metro/bus/tram network, Eurostar train connections, international
airoort
eating/drinking restaurants, cafes, bars, 'beer capital' of the world
culture cultural/historic centre, traditional Christmas market, cathedral,
cultural attractions, museums, theatre, music, dance, opera, internationalfilms
sport/leisure sports/leisure facilities, golf cours'es, walking, cycling, logging,
boating, ice-skating
. Students suggest other words for the groups. Write up on board.

@ Students work individually.


. Check answers, whole class.
Key 1 beautif ul - ugly, best - worst, lively - dull, modern - traditional
2 attractive - unattractive, eff icient - ineff icient, important - unimportant,
impressive - unimpressive, official - unofficial
o Students test each other in pairs, giving one adjective as prompt to elicit
the opposite adjective.

O If your students are from the same city, they can prepare the description of
their two topic areas in pairs or small groups, with each pair/group taking
one, instead of two topic areas, if more appropriate.

O Students present their descriptions to the class. Encourage other students to


ask questions after each description.
.),
\[l Resource file 11.3
V
O Divide students into groups. Set a time limit for the activitn e.g. eight
minutes.
r Monitor group work. Make a note of any problems for remedial work
later.

@ Discuss question, whole class.

o Go through list of cities. Elicit which countries they are in, and whether they
are the capital city or not.
11.4 (rD . Play recording. Students tick cities.
. Students compare answers in pairs.
11.4 cil . Play recording again. Students check answers.
. Check answers, whole class.
Key Overall best quality of life Budapest, Buenos Aires, Copenhagen, Geneva,
Montevideo, Prague, Sydney, Tokyo, Vienna, Warsaw, Yokohama, Zirich.
Best restaurants, cultural, and leisure facilities London, Los Angeles, Paris,
Sydney, Washington DC.

uNrr 11 o 63
@ In pairs students discuss what they remember in answer to the questions.
11.4 6) . PIay recording again, pausing for students to note answers to questions.
. Check answers, whole class.
Key (Possible answers)
l ztc
2 Because crime has increased in both cities.
3 Twelve. Because they have more crime.

o Elicit what students know about the cities in the photos, with regard to the
categories in Q.
o Monitor groupwork. Make a note of any problems for remedial work
later.
. Feedback, whole class. Summarize students'choices on board, to compare
popularity of each city.
.)^
V
o Elicit possible answers, whole class.
Key (Possible answers)
1 lt doesn't matter./Don't worrv.
2 Don't mention it./Not at all.
3 Thanks, and the same to you.
4 Please do./ Well, l'd rather you didn't.

Note: response to Do you mindif... i No = OK.


11.5 6)O Play recording. Students tick responses they think are appropriate.

11.6 6)O Play recording. This time students hear the responses to 11.5. Students check
answers to @.
Keylb 3a 5b 7b
a^
Zd 4b 6a 8a
. Do whole class practice of the responses in @ by giving prompts.

@ Ask students to keep a note of responses.


. Check suggestions, whole class.

o Students work in pairs to match replies to comments and questions.


o Check answers, whole class.
Keyle 3f 6n li th
?d 4c 6a 8b 10 j
o Practise pronunciation of replies.
. Students practise in pairs. Student A reads comments, Student B responds.
Then change.
./\
\t9\
v Refer students to Pocket Book p. 21.

O Give students time to prepare a persona for the party,ifappropriate.

11.7 6] O Playrecording. Students tickresponses, if appropriate.


11.8 fil G) Play recording. Students check answers.
Key 1 ,2, 4,6, 8 are appropriate.

*.ro,rrce file 11.5


$

64 o UNrr 11
UNIT 12
O Give students a few minutes to think about their answers.
. Feedback, whole class. Summarize students' answers on board. Do not
say if their answers are correct or not.

@ Students read article and find the answers.


. Students compare answers in pairs.
r Check answers, whole class.
Key (Possible answersl
1 From the cork oak tree, Ouercus suber.
2 Wine stoppers.
3 Portugal.
4 Because it's an excellent insulation material against heat.
. Ask students to give examples of other products made from cork.
o In order to find out which passive forms, if any, students know, write these
headings on the board: Present Simple, Past Simple, Present Perfect, Future.
. Ask students to give example of a passive verb form in each of tenses, (any
example, not one from article). Write up under the headings.
. Students underline an example of each tense from the article.
. Feedback, whole class. Write examples on board under the tense
headings.
Key Examples of verbs in passive form in article:
Present Simple: are found, is needed, is produced, are made, are ... protected,
is ... used, is put, is not removed, is not produced, is painted
Past Simple: were stored, was invented, was done
Present Perfect: has been used, have been found, have been used, has been
removed
Future: will be removed

The Passive . Students read examples, complete rules, and answer questions in parrs.
. Check answers. whole class.
Key Use the active form when the person or thing that did the action is important.
Use the passive form when the person or thing that did the action isn't
important, or when we don't know who or what did the action.
(For other examples of verbs in passive form in article see list in @ above.)
a verb in the passive when we want to say who does the
We use by after
actlon.
We make questions by putting has or have before the subject.

nefer students to Pocket Book pp. 9 and 6 (irregular verb list).


\)
Practice Q Check vocabulary: to dry, strips.
. Students complete the text individually.
. Check answers. whole class.
Key 1 are planted 7 is cut
2 is done B are made
3 is removed 9 are washed
4 is cut 10 are transported
5 is left 11 are marked
6 is boiled
o Draw attention to the use of the Present Simple Passive for describing a
process. Prompt through questions: What tense is this? What does it
describe? So, which tense would you use to describe how a car is made, a
procedure in your company, etc.?
uNrT 12 o 65
@ Check vocabulary: a threat to wildlife, campdign.
. Students work in pairs if they prefer.
r Check answers. whole class.
Key 1 were introduced 6 have been built
2 was believed 7 have started
3 have shown 8 have asked
4 has spent 9 continues
5 have been destroyed 10 will be lost
. Ask students if plastic stoppers are used in wine bottles in their country,
and if so, what they think about their use.

O Students refer to article ir


Q), p. 113 for information.
r Monitor pairwork, helping if necessary.
. Check answers, whole class.
Key (Possible answers)
1 Where are cork oak forests found?
2 What percentage of the world's cork is produced in Portugal?
3 Why are cork trees, forests, and farmers all protected by the law in Portugal?
4 How long has cork been used?
5 Where have cork stoooers been found?
6 When was champagne invented?
7 Why is cork put in the engines of NASAs rockets?
8 When is cork removed from the oak?

*"rou rcefilel2.1.
$
Pronunciation
12.1 (rD O Play recording. Students listen.
12.1 (D . Play recording again, pausing after each example for choral and
individual repetition.
Elicit when linking occurs (when a word beginning with a vowel sound
follows a consonant or consonant sound).

A Students work in pairs.


12.2 (D () Play recording, pausing after each sentence to check answers. 'Write
sentences on board and mark links.
Key '1 Cork-is produced-in Portugal.
2 Many cork products-are exported-abroad.
3 Champagne was-invented-in the-eighteenth century.
4 Experts_are worried-about-increasing sales-of plastic stoppers.
5 A lot-of money has been spent-on-improving quality.
6 Cork-is used for-insulation-in rocket-engines.
12.2 6l @ Play recording again, pausing after each sentence for choral and individual
reoeti ti on.

@ Find out what students know about rubber production. Prompt with
-Where 'Wbicb
questions: does rubber come from? countries does it come
.Wbat
from? are the most important prodwcts made from it?
. Students work in AA, BB pairs to read their Datafile and prepare
questions.
r Monitor pairwork, helping where necessary.

66 (t UNrr 12
Key Datafile A
a How manv oroducts are made out of rubber?
b What is synthetic rubber made f rom?
d What is more than 60% of natural rubber used for?
f How long ago was rubber used by the Mayan people of Central America?
i How long have raincoats been called 'mackintoshes'?
j When was the process of vulcanization discovered?
Datafile B
b What haooens after the latex is collected?
c What percentage of natural rubber is supplied by Malaysia, Thailand, and
lndonesia ?

e Why are aircraft tyres made entirely from natural rubber?


g How long has rubber been known to Europeans?
h When was the word 'rubber'first used?
k Why is rubber heated with chemicals in the vulcanization process?

O Students work in AB pairs, answering their partner's questions and


completing their Datafile.
o Monitor pairwork. Make a note of any problems for remedial work later.
.4.
v
NS\ Resourcefrlel2.2

Before doing (f), write the suffixes -!, -al, and -able on board. Elicit examples
of adjectives ending in these suffixes.

O Students write the adjectives in the table.


. Students compare answers in pairs.
. Check answers, whole class.
Key -y. healthy, noisy, cloudy, angry
-al. industrial,political,central,commercial
-able: fashionable, profitable, comfortable, valuable
. Students cover adjectives in table and test each other in pairs, giving the
nouns as prompts, to elicit the adjectives.

O Feedback, whole class, e.g. each student reads one or two sentences.

O Check students understand adjectives.


Key careless, harmless, hopeless, painless, powerless, useless
. Elicit opposites of remaining adjectives: beautiful-ugly,
sw c c e s sful-un su c c e s sful, w on d er ful-aw ful/ t erri b I e

@ Students work in pairs if they prefer.


. Check answers, whole class.
Key 1 careless 4 wonderful
2 painless J UJYIEDD

3 harmf ul 6 hopeful
.),
\Sl Resourcefilel2.3
V
o Discuss questions, whole class. Encourage students to ask each other further
questions on each topic.

o Feedback, whole class, on news stories.

o Focus attention on cartoons and questions for each report. Elicit ideas on
what the news stories may be about.
12.3 (,D . Play recording once.
o Students discuss answers to questions in parrs.
. Check answers, whole class.

uNf r 12 (a 67
Key (Possible answersl
Report 1 A policy of being nice to its staff .
Report 2 Because the new company was formed from two companies. They
recruited more staff than one companv needs.

12.3 (D @ Play recording again. Pause after each report to give students time to discuss
what they remember about the five items in each report.
12.3 6) . Play recording again ifnecessary.
. Check answers, whole class.
Key (Possible answers)
Report 1

1 The company's profits have increased by 200% since it introduced its new
polrcy.
2 Staff get a hug from the boss every morning when they arrive at work.
3 Music is played in the office.
4 No one works on their birthday
5 Staff say everyone has become more relaxed and friendly.
Report 2
1 Forty-seven graduates were given jobs by two UK companies.
2 fhe two companies have offered the graduates 15,000 to travel round the
world for ayea(.
3 The company believes it will need more people in a year's time.
4 Five of the forty-seven graduates have accepted the offer.
5 The company hopes the offer will be accepted by two more graduates.

O Students retell the news stories using the items in @.


o Monitor pairwork, helping where necessary.
() Discuss questions, whole class. Encourage students to ask each other further
questions on each topic.

O Divide class into A and B groups. Tell groups the words and phrases are in
the same order as in the news report. Set a time limit e.g. ten minutes.

O Students work in AB pairs.


o Monitor pairwork, helping where necessary.
12.4 6) ) Playrecording.
. Feed back, whole class, on similarities and differences between students'
reports and actual reports.

@ Give students time to find passive verb forms.


Key Report 1

rs played, has been welcomed


Report 2
were given, have (now) been offered, were offered, has been accepted, will be
accepted
Report A
have been used, have been put, can't be used
Report B
have been sold, is expected, were (first) introduced, have been bought

The passive is used because the person or thing that did the action isn't
important, or because we don't know who or what did the action.

@ Discuss the questions, whole class. Encourage students to ask each other
further questions on each topic.

68 o UNrr 12
'Wine
O Remind students about the dv Dine celebration at Duncan's castle,
Glencross.
o Elicit phrases students know for thanking people for hospitality. Prompt
'When
with questions: What do yow say when you are leauing a party? you
haue had dinner at a friend's house?
o Give students time to read questions for Dialogues 1-3.
12.5 (Bj) . Play recording. Pause after each dialogue and check answers, whole class.
Key Dialogue 1

1 To stay with them in Bordeaux.


2 Yes, he has.
Dialogue 2
1 To stay at Glencross Castle again.
2 In London on the 22nd.
Dialogue 3
(Possible answers)
'l Another book.
2 Because he is worried that their meeting might not be 'strictly business'
(i.e. social or romantic).
3 Because other men find Monique attractive.

@ Students read through phrases.


o Practisepronunciation.
. Play recording again. Students tick phrases they hear.
. Check answers, whole class.
Key Thanking for hospitality Positive comment
Thank you for inviting us. We've had a wonderful time.
Thank you very much for your hospitality. appreciated it.
I really
Thanks a lot. Everything was great.

Saying goodbye Responding to thanks


We really must leave now. l'm glad you enjoyed it.
I must be off.
l'm looking forward to ...
See you on the ...
See you next week.
Have a good flight

O Monitor pairwork.
. Check pairwork, whole class.
@ Students match situations and responses individually.
o Check answers, whole class.
Key 1d 2c 3a 4b

Follow-up activity
In pairs, Student A chooses a situation from @ and @. Student B makes
an appropriate response. Then change.

O Students walk round class, giving real or fictional reason for leaving. Take a
role yourself.
^),
\[J ResourcefileL2.4
V

uNrr 12 o 69
Review U n its
Each Review Unit aims to review all the grammar and functional exponents from the previous four units. There is
also an exercise designed to encourage students to check vocabulary. The Review Units are intended to be used in
class; the Resource file has corresponding tests.

The review exercises are designed to be independent of each other. Encourage students to decide for themselves what
they need to review further, by using the self-check box at the end. Each unit has a variety ofpairwork and group
work exercises, and a standard format, so that students can work through the unit with minimum intervention from
the teacher.

Method 1
o At the end of the previous class, tell students there will be a review session in the next lesson. Ask them to revise
the work from the previous unirs.
o In class, students work through the Grammar exercises in pairs, following the instructions for each one.
Encourage students to use the Pocket Book for reference, and to ask you for help, as they work through.
o Check answers, whole class.
o Students change pairs and work through Focus on fwnctions exercrses.
o Monitor students' work.
o Check answers. whole class.
o Give brief feedback session on any points that came up during monitoring.
o Students change pairs and practise Focus on functions exercises again, if necessary.
o Divide students into groups to prepare and do Vocabulary test.
o Students read and mark the self-check box.
o Agree a time when students will do the corresponding test.

Method 2
o At the end of the previous class, tell students there will be a review session in the next lesson. Ask them to revise
the work from the previous units.
o In class, ask students to read the headings for each Grammar exercise in the unit, and to decide which they need to
work on.
o Allocate students into pairs who want to practise similar areas.
o Students work through Grammar exercises, following the instructions for each one. Monitor, and answer
questions, etc.
o Follow same procedure for Focus on functions exercises.
o Divide students into groups to prepare and do Vocabulary test.
. Students read and mark the self-check box.
o Agree a time when students will do the corresponding test.

REVIEW UNITS ANSWER KEY

@ meet foreign visitors at work write emails in English


make business trips work flexitime
speak English on the phone go to work by car
attend international meetings

o 1 They often travel on business.


2 At present our business is doing very well.
6 'Sfhen
7
She's talking to some clients right now.
do you usually finish work?
3 He has meetings with customers every week. 8 I have five weeks' holiday every year.
4 They are always early for work. 9 He's studying for an exam at the moment.
5 How often do you visit them? 10 Do you always travel to work by car?

@ 1 became 3 brought 5 found 7 gave 9 said


2 began 4 cost 6 flew 8 grew 10 thought

70 o REVTEW UNrrs
O 1 comes 3 works 5 spent 7 is staying 9 wfote
2 lives 4 decided 6 moved 8 is renting 10 is working

@ 1 Where did you go? 3 Where did you stay? 5 How many meetings did you attend?
'$fho
2 How long were you there? 4 did you meet? 6 \fhen did you get back?

@ (possible answers)
1 How do you do? 4 Yery well, thank you. 7 It was nice meeting you too.
2 Pleased to meet you too. 5 I'm fine, thanks. And you? 8 Thank you.
3 Then you must call me ... 6 Not too bad./Fine, thanks.

@ (possible answers)
1 Could I speak to 3 This is 5 isn't here 7 Could you ask him
2 's calling 4 the line 6 take a message? 8 I'll give him your message.

O3 Could you give me some information, please? 8 How much money did you spend?
5 The news isn't very good. 10 I didn't buy any coffee.
7 Did she give you good advice? (anylsome good advice is also correct)

O 1 bigger, biggest 5 more efficient, most efficient 9 earlier, earliest


2 easier, easiest 6 more, most 10 more crowded, most crowded
3 nearer, nearest 7 worse, worst 11 more flexible, most flexible
4 better, best 8 farther/further, farthest/furthest 12 less, least

@ 1 increased 3 did you finish 5 have they visited 7 didyouspend t havegoneup


2 has improved 4 went 6 has grown 8 started 10 have had

O StudentA
1 Have you seen any good films this month? 3 Have you had a holiday in the last six months?
2 Have you written any emails in English this week?
A
T Have you bought anything expensive recently?
Student B
1 Have you visited any interesting places recently? 3 Have you spoken English at work this week?
2 Have you eaten any foreign food in the last two weeks? 4 Have you done any sport in the last five days?

o 1 Marc has had his own company since 1"999.


2 Franca has worked/been working as an accountant since 2001.
3 Claude and Anna have been married for six months.
4 Leon has been learning Japanese since last yearlfor a yeaL
5 Mike has lived/has been living in Dublin for three years.
6 The company has manufactured/has been manufacturing electrical goods for five years.

@ 2 I've been studying English for a long time. 8 They've been living in Paris for a long time'
4 The company has been doing very well since last October. 10 How long have you been working for your
5 How many years have you been teaching English? company?

O 2e 3d 4b 5o 6h 7a 8f
O 1 are consumed 4 has been imported 7 was invented
2 are used 5 was manufactured 8 is exported
3 was opened 6 has been drunk 9 are bought
o 1 Could you tell me what the plane fare
from Barcelona to Paris is?
4 Could you tell me when I need to check in?
5 Do you know if I can buy duty-free goods
2 Do you know how long the flight takes? on the plane?
3 Can you tell me which airport in Paris
the flight arrives at?

@ 2e 3 f 4 e 5 h 6 a 7b 8d

REVf EW UN|TS o tt
Resource file
Instructions Instructions are provided whenever necessary, but many of the materials in the Resource file need
no instructions; information to enable students to carry out the tasks is given on the photocopiable
sheet.
Grammar file The Grammar file provides activities based on the 'discovery' approach to teaching grammar used
in the Student's Book, and which relate to the target grammar of each unit. All activities require
students to analyse data and think about grammatical form and meaning.
There are grammar games with cards; concept cards which develop students' understanding of
grammatical concept and use through analysis of examples, and practice cards which provide
opportunities to put this knowledge to use. The activities are played as games, to change the focus
of the lesson, and to provide opportunities for students to check their understanding of the
grammatical concepts they have been studying. To make the cards, cut up the photocopied sheets,
stick each 'paper card' onto strong card and cover each card with adhesive film. It is worth
spending the time producing sets of cards in this way as they will last much longer.
Vocabulary file The Vocabulary file provides material for regular and systematic reviews of the key vocabulary in
the Student's Book, and for vocabulary extension work.
Skills file The Skills file has a variety of activities which extend the topics in the Student's Book and give
students further practice in speaking, reading, and writing. There are also texts and information
transfer activities, based on authentic sources, which provide further vocabulary and skills work,
with communicative tasks that require students to read, understand, and exchange information.
Functions file This file provides activities which review the functional language taught inthe Focws on functions
section of the Student's Book.
Writing file The activities in this file are designed in particular for students who want further practice in
corresponding in English, and are designed to be used as communication practice activities in class.
Tests These can be used after Units 4.8. and 1,2.
Answer key This is photocopiable, to give students the opportunity to check their own work.

INSTRUCTIONS
1.1,4.1 Find someone who ...
. Give each student a copy ofthe question sheet.
. Students move round the class, asking each other questions. As soon as they 'find someone wb o . ..' , they
write the name in the space then ask appropriate follow-up questions.
. They then move on ro question another student.
. At the end of the activity, students report back on selected items.
2.1 These cards are used for matching grammar concepts with sample exponents.
. Divide students into groups.
o Give each group a set of concept cards (rowtine actiuities, etc.) and a set of exponent cards (Prices are
going up. etc.\.
. Students match exponents with concepts.
. Check answers, whole class.
. Students write two more examples for each category of the concept cards.

2.2,3.1, 'What's the mistake? worksheets focus on grammar errors which have been selected to highlight general
7.1,9.2, problem areas. You may also like to make your own 'mistake' sheets to focus on your students' particular
11.1 problem areas. See also the monitor sheet (Resource file p. 148).

4.3 Do exercise 1 with the whole class, then divide students into small groups for exercise 2. Exercise 3 should
be done individually or as homework.

72 o TNSTRUCTTONS
5.1 Stage 1
. Divide students into groups and give each group a set of instructions.
. Giveeachgroupasetof thethreeheadings cards(mass,count,massorcount) andasetof nouncards.
. Students match noun cards with headines cards.

Stage 2
- . Give each group the some/any, etc. cards, face down in a pile.
r In turn, students pick up a card and make a sentence with an appropriate noun.
- . Students write a sentence for each some/any, etc. card, then refer to Pocket Book p. 7 to check they are
correct.

5.3 . Divide the students into groups of six maximum and give each group a set of container cards (a slice of,

- a bottle of, etc.) and a set of object cards (bread, honey, etc.).
. Shuffle the cards well so that the container and object cards are mixed randomly.
. Deal out all the cards to the group, as evenly as possible.
r One student takes the card from the top of his/her pile (without looking at it) and places it, face up, in
the middle of the group. Then the next student does the same with his/her card.
o If the two cards match (i.e. a container and appropriate object card), the first person to say 'snap' wins
all the cards in the centre pile at that time.
o If the cards do not match, the next student places a card on the centre pile, and so on until a match is
- found.
. The object of the game is to win all the cards.
6.1 o Check the vocabulary ofthe adjective cards.
r Divide students into groups and give each group a set of instructions.
. Give each group a set of adjective cards, face down in a pile. Place the six topic cards face up on the
table.
. In turn, students pick up an adjective card and choose one of the six topics. They make a comparison (of
food, methods of transport, etc.) using the comparative or superlative form of the adiective.
. Groups select six of the most interesting comparisons and write them down. They then read them out to
the rest of the class.

7.2 Warmer
r Draw the table on the board with the concepts and get Ss to guess the current figures for their country (if
they all come from the same one) or one they all know well. This activity would be much more
- interesting if you compare their guesses afterwards with real data. A possible source is the United
Nations website (www.un.org).

8.1 . Divide students into groups and give each group a set of instructions.
- . Place all the cards face down on the table, modals cards on the left and activity cards on the right.
. In turn students pick up a modals card and an activity card. They make a sentence using the words on
- the cards and giving the reason.
. They then put the modals card back on the table, face down, and the activity card in a 'finished cards'
_ pile.
r Continue in the same way until all the activity cards have been used.

8.2 Stage 1
r Cut up the extracts and headings cards and give each group one set of all the extracts (twelve in total), a
set of headings cards (four countries) and a set of instructions. Alternatively, if you want a shorter
activity, you can omit one of the countries and use nine extracts about three countries (making sure they
match!)

Stage 2
r Monitor group work, helping where necessary but do not correct any wrong decisions at this stage.
Stage 3
. 'W'hen
the groups have finished, get whole class feedback on their decisions. If there are any differences
of opinion discuss these, eliciting reasons, etc., before telling students the correct answer.

f NsrRUcTroNs a 13
9.1 Stage 1
. Divide students into groups and give each group a set of instructions.
o Give each group a set of the three concept cards (Situations whicb began in the past, etc.).
. Students sort the concept cards into two groups: situations and activities.
Stage 2
o Give each group of students a set of exponent cards (l'ue been working on this presentation all morntng,
etc. ).
. Students sort the exponent cards into activities and situations, as in the concept groups.

Stage 3
. Students sort the activities exponents into two groups, according to the concept (Actiuities which began
in the past and continue up to the present and Actiuities completed in a time from tbe past to the
present).
. Check answers, whole class.
o Students write two more examDles for each conceot card.

10.1 Stage 1
. Check vocabulary of concept cards (Definite situations/actions, etc.).
. Divide students into groups and give each group a set of instructions.
r Give each group a set ofconcept cards and a set ofexponent cards (I think ... , etc.).
. Students match exponents with headines.

Stage 2
r Give each group a set of predictions cards, face down in a pile (AIDS will disapp.ear, etc.).
r In turn students pick up a card and read out the prediction.
r Each student in the group gives his/her opinion using one of the phrases on the exponent cards. Students
discuss their opinions and agree or disagree. Refer students to Pocket Book p. 20, Opinions.
o Groups write down four predictions of their own and give them to another group to discuss in the same
way.
o Whole class feedback on some of the oredictions.

10.4 Tip
o To answer the questions in exercise 3, students need to compare the four different aspects of pensions in
each country, as illustrated in the table: how early people receive a pension; how many people work
beyond retirement age, the rate of increase in expenditure on pensions and the percentage of GDP spent
on pensions. For example, in Norway the percentage of GDP spent on pensions is low, but people must
work untilthey are 67 before they receive a pension.
11.5 o Divide students into pairs or small groups.
o Give each group two sets of cards, shuffled. Make sure students realize that response cards can go with
more than one card.
o Students match cards.
r Students turn the response cards face down and practise responses without reading.

74 o TNSTRUCTTONS
1.1 GRAMMAR FtLE

Find someone who...


Student A
O S7alk round the class and ask other students questions. \frite the students'names.

Find someone who Name


drives to work.
travels abroad on business.
speaks English every day.
gives presentations.
enjoys cooking.
gets regular exercise.

@ For 'Yes' answers ask other questions with-When ... ?, Where ... ?, How often ... ?, What... I or
How ... i, to get more information.

1 .1 c RAM MAR FILE

Find someone who...


Student B
'S7alk
O round the class and ask other students questions. Write the students' names.

Find someone who Name


reads English newspapers or magazines.
speaks three languages.
plays tennis.
drinks wine with meals.
enjoys skiing.
likes foreign food.

@ For'Yes'answers ask other questions wrthWhen ... ?,.Where ... ?, How often... ?, What '.. i or
How ... i, to get more information.

@ Oxford University Press


1.2 cRAMMAR FtLE

Grammar cards

go out for dinner listen to the radio


g E
send faxes meet new people
q
get up early go to bed after midnight

4 4
walk in the country use the Internet

E
travel for work attend a meeting/conferenee

d @
write lelters visit a museum of an art
gallery
I

Instructions

Work in groups.
1 Put the cards face down in a pile on the table.
2 In turn, pick up a card. Ask the other students in the group a question about the activity on the card.

Begin Do you ... (go out for dinner)?


For'Yes' answers, ask more questions with'When ... ?-Where ... ? What ... ? How often ... ?
.What .What
\X/ho ... with ? kind of ... ? time ... i to get more information.

@ Oxford University Press


1.3 vocABULARY FtLE

How to learn vocabulary


Here are some suggestions to help you learn new vocabulary. Choose the ways that are best for you.

What?
Choose the words you think are the most important to learn.

Where?

O In a vocabulary notebook
o Buy a special notebook for vocabulary.
o Decide how you want to organize the pages. Order them alphabetically (a), by topic (b) or by
date (c).

s
sdrd. : opposite- o{
happg
slhtw-i,y = ,i";tiry
thi-
imporfqat touristf,A.."
-- in o
" ' c{ Ddrc-sd,ag4 Octo*
.,r! sQhtse-e-ing
,.ro to (fnit I
iP,rifu = eg.gin, ,hi"ig
aMklor = L for Sie-ne-ns.
tLork
lDho d,o gou work jor?
unsuftant = spe-c-ialist utho 4ives
J
a clv t ce-,/ r - c o m m- nclat
i on s
Le-isure- activities eT-e- = one- time, taice- = tu_to
cooKing times
horse--riding
sotnbat'hinq
sait'tnq
goingto t-he the-atre-

@ On vocabulary cards
o Buy some cards and keep them in a box.
o Write the new word on one side.
o Add useful information about the word.
o On the other side, write an explanation in English or an example or a translation or draw a
picture.

@ Oxford University Press


1 .3 vocAB u LARY FrLE
en/ogUqb)
s$hts e-nPtogt#'nt GPun ' ac-tivitg)
e.nPtog{ UPun' gan)
{un)e-rrPloge-d'b$u-tive-)

H! c-onpar! e_mptogs
t,3oo p-opte-.
tg$al ptaesthat |he govqn re.nt
wants to inqe-ae..
tnurists visit in a- citg emNognp-nt.
A lot of goury
F.opte- are-
whenthu!
ffi9"" te-ave- s-hoot.

o On cassette
o Record new vocabulary onto a cassette tape. Listen to it when you are driving, jogging, or
cooking the family meal!

How often?
o Try to learn a little vocabulary regularly. It is easier to learn five new words every day than
twenty words once a week.

When?
o Carry your vocabulary notebook or cards with you and review
vocabulary whenever you can.

What else?
o Read as much as possible in English, e.g. easy readers like
Oxford Bookworms, newspapers, and magazines.
o Listen to English on the radio, e.g. BBC \7orld Service, and
watch TV programmes in English. Choose a topic you know.
If you aheady know something about a topic in your own
language, (e.g. a news item) it helps you to understand.

Good luck with your vocabulary learning!

78 (, 1.3 @ Oxford University rrur, @


1.4 sKrLLs FILE

Celebrate Australia Day!


Student A
You and your partner are journalists who want to go to an Australian wine exhibition. You each
have different information about the exhibition.

O Read your information. Student B will ask you questions about it in @.

Ce /eb rate A ustra/ia D o/


w it/4 A ustralia, Win e;
Australia Day dates from 1 788 and, every Asia. As usual,visitors will have the
/
year,the Australian Wine Appreciation chance to enjoy more than 100 different
Society celebrates this special time with Australian wines, as well as typical
an Australian wine exhibition.This year Australian food and live jazz,
the exhibition takes place from the 26th and attend special seminars on
to the 27th of January. Aroun d78o/o of the wine production in Australia.
exhibitors are winemakers This year we also have the
from Australia and the Australia Offi ceiwith all the
other 22o/o dre latest information on the
distributors or importers wine regions of Australia for
of Australian wi ne.Visitors people interested in
come from over 40 travelling to the country for
different countries, business and on holiday.
including Europe and

Prepare questions to ask Student B to find out


1 where the wine exhibition takes place.
2 how to get to the exhibition from the airport.
3 how long the bus journey from Vancouver to Seattle takes.
4 who the specialist seminars are for.
5 what time the exhibition for the general public closes.
6 where you can get more information on visiting Vancouver.

o Ask Student B your questions. Then answer Student B's questions.

@ Oxford University Press


1.4 sKrLLs FrLE

Celebrate Australia Day !

Student B
You and your partner are journalists who want to go to an Australian wine exhibition. You each
have different information about the exhibition.

O Read your information. Student A will ask you questions about it in @.

@ e qe
,,:,,, P"fr.-h &iffi
do"e rl
ffi ffi
nl'l
:i*qiil
i#s
EdLt forEc.d
^ulot

Celebrate Australia Day with Australian Wines!


*
The Australian wine exhibition takes place at the Australian Consulate in Vancouver,
British Columbia, Canada.The consulate is located in Dunsmuir Street, in the centre of
a
the city,and is just 25 minutes by taxi from Vancouver International Airport.There are
5 also airport buses to the city centre every 15 minutes.The airport has flights daily to
and from every continent.There are also train and bus connections between
Vancouver with the rest of Canada and the United States. For example,there are 7
& buses a day from Vancouver to Seattle, USA and the journey takes around 3 hours.

DATES/TIME:
On the 26th January,the first session is for people from the wine trade and media only.
This lasts from 12.00 to 1 7.00.The exhibition is then open to the general public from
1 7.00 to 1 9.00.There are four specialist seminars for trade and media only from 1 3.30
to 17.30.
On the 27th,the exhibition is open to both specialists and the general public,from
09.00 to 14.00.There are no seminars on this day.

For more information on how to get toVancouver and where to stay,visit our website at
www.austemb.ca or coll (0061) 604 986 77 00

@ Prepare questions to ask Student A to find out


1 what year Australia Day dates from.
2 how often the Australian wine exhibition takes olace.
3 who the exhibitors are.
4 where the visitors come from.
5 how you can spend your time at the exhibition.
6 where you can get more information on the wine regions.

@ Answer Student lt's questions. Then ask Student A your questions.

80 o 1.4 @ Oxford University rr"r, @


1.5 FUNcrroNs FrLE

Introductions, greetings, and goodbyes


Answer the questions. Then discuss your answers with your partner.

lntroductions

It depends

1 When I introduce two people, I always say what their jobs are.

2 I kiss people when I meet them if I know them well.

3 I never use a person's first name in a professional situation.

4 I stand as close to people as possible while I am talking to them.

5 Silence in a conversation is very uncomfortable.

6 I always ask people about their family when I meet them again.

Greetings and goodbyes


How do these people usually greet each other and say goodbye in your culture? Do they use first
or family names? Do they shake hands?
o colleagues who see each other at work every day
o friends who meet socially
r professional acquaintances who meet two or three times ayear
Other cultures
How do people in other countries introduce, greet, and say goodbye to each other? Describe any
differences you know.

@ Oxford University Press


1 .6 vocAB u LARY FrLE

Vocabulary review and extension


O Read the clues and fill in the spaces. All the words are in Unit 1.

1 Not early or late (2 words)


1

2 Business people often to meet z


at abar or restaurant for informal meetings.
3
3 'I can't hear you very well. Can you
4
that, please?'
4 -
A person who writes articles for newspapers
5

andmagazines is a 6

5 It is to remember words in 7

groups than individually. 8

6 The total number of people who live in a 9


country. 10
7 'l don't understand. I don't know what
11
flexitime
12
8 'Samantha. Let me you to
Steven. He's a colleague of mine.'
9 consultants
Some wine in wines from just one country.
-.'
10 The products that one country sells to another country.
-
11 The opposite of ask.
12 Trme for yourself, when you don't work, is time.
(Down) Documents, e.g. books, which are not in the original language.

@ Look at the flags and fiIl in the spaces. The missing words are all nationalities.
-
1
E

a N
tG
4
L
)
I
6
s
7
H

82 a 1.6 @Oxford University rr"r, @


2.1 c RAM MAR FtLE

Grammar cards

permanent or Iong-term
situations routine activities

activities happening at the temporary situations or


time of speahing events in progress
I

The company employs over 1,000 i I'm working on the project while
people. i my boss is away.

Prices are going up. He's welcoming a client at the


moment.
4 d
I usually take two weeks' holiday I don't often receive letters in
in Aug ust. English.

We make important decisions at My company is having


the annual meeting. problems with its subsidiary.
I
I
4
In Europe, most people retire at The phone is ringing. Can you
65 or earlier. answer it?
4
The R&D Director is waiting in
I sometimes stay at five-star hotels.
Reception.

@ Oxford University Press


2.2 cRAMMAR FILE

What's the mistake?


Each of these sentences has a grammar mistake. Find the mistake, then write the correct
sentence.

1 The organization changes its sales system at present.

2 Our receptionists work usually part-time.

3 How often are you going on holiday?

4 I'm sometimes workinq at weekends.

5 I call rarelv mv boss at home.

6 The factory never is closed.

7 The market expands very rapidly at the moment.

8 The president is often having meetings.

9 I use everyday email at work.

10 The employees are negotiating their salary every year.

@ Oxford University Press


2.3 s KtLLs FrLE

Exchanging information about a company


Student A
You and your partner have information about different companies. Cover the information about
Company A. Prepare questions to find out about Company B, but do not ask for the company's
name.
Examples: Where is the company's head office?
How many people does it employ?

Name
Nationali Swiss
Started 1 866

Head Office Switzerland

Worldwide turnover 7.954 mrllion euros


N Number of factories
O Main product groups Beverages, milk products, prepared
c\
dishes, chocolate, petcare and
.o
maceutrcal
o
f, Main markets Worldwide
ii of brands
=
@ Answer your partner's questions about Company A. Then ask your partner questions to
complete the information about Company B. Try to guess Company B's name.

2.3 sKrLLs FrLE

Exchanging information about a company


Student B
O You and your partner have information about different companies. Cover the information about
Company B. Prepare questions to find out about Company A, but do not ask for the company's
name.
Examples: 'Where is the company's head office?
How many people does it emPloy?

Started
Head Tokvo Ci
N
246,096
o Worldwide turnover 19 billion euros
-
c.l
Number of factories
1

Automobiles. Sales financi


e Main markets More than 140 countries
b)
:
ri of brands Lexus. Daihatsu

@ Ask your partner questions to get information about Company A. Try to guess Company lt's
name. Then answer your partner's questions about Company B.
2.4 sKTLLS FrLE

Presenting a company
The introduction
Today I'd like to tell you about
talk to you about a company ...
present

First I'll speak about ...


Then I'll ...
Finally I'11 ...

Orderin g the information


I'll begin with ...
Now I'll move on to
I'll tell you about its organization ...
I'11describe

Checking understanding
Is that clear?
Is that OK?

Finishing
Thank you for listening.
Thank you for your attention.
Are there any questions?

,:,7
,fift'1"J
\-'4
f -_z -, l{

@ Oxford University Press


2.5 vocABULARY FILE

Vocabulary review
Read the clues and fill in the spaces. All the words are in Unit2.

9
1n

1 I make a lot of trips to Japan for my company.

2 The from Frankfurt to New York takes around 7 hours by plane'


3 Hello, could I to Mr'W'illiams, please?

4 -
A person who buys something or uses a service.

5 Canyou-that, please? Yes, that's M - A -U - G - H - N.


6 Who's
- My name is Mr Garcia.
, please?

7 Another word for'worldwide'.


8 I'm afraidMs Chan is at the moment. Can I take a message?

9 Could you her I called?

10 A smaller company that belongs to a parent company.


-
(Down) 'Without a job.
-

@ Oxford University Press


3.1 cRAMMAR FILE

What's the mistake?


Each of these sentences has a grammar mistake. Find the mistake, then write the correct
sentence.

1 \fhat time did you had lunch today?

2 Did you be interested in sport when you were younger?

3 My last holiday not cost a lot of money.

4 Where did you went to school?

5 The sales project did not be a success.

6 Why you left work early yesterday?

7 I didn't born in Eneland.

8 Did you found your last job challenging?

9 I not moved to my present house until a year ago.

10 Why didn't they made much progress last month?

88 o 3.1 'g Uxiord Unrvers:ty t."r=


@f,
3.2 cRAMMAR FILE

Who am I ...?
Student A
o Choose one of the famous people described below. Do not show the information to Student B.

@ Prepare questions to ask Student B about the famous person they chose.
Examples: Where was your famows person born?
Did he/she go to uniuersity?
'What jobs
did he/she haue?

o Ask Student B your questions. Which famous person did Student B choose? Answer Student A's
ouestions.

ALBERT EINSTEIN
Place of birth Ulm, Germanv
birth
Year of 1B7g
University? didn't attend university as a student but received a doctorate from University of
Zurich
teacher, office worker, university professor
Married? Children? married twice - two sons and a daughter
Whv famous? for his Theory of Relativity
Year ofdeath 1 955
Other information won the Nobel prize for physics in 1922

JOHN LENNON
Place of birth Liverpool, England
Year of birth 1940
University? didn't attend university but wanted to go to art college
Job(s) musician
Married? Children? Cvnthia Powell. Yoko Ono - two sons
Why famous? played guitar and sang in the Beatles
Year of death 1 980
Other information died in New York when Mark Chapman shot him

birth
Year of 1921
University? studied engineering at Osaka lmperial University
inventor, company co-founder and president
Married? Children? Yoshiko - two sons and a daughter
Why famous? started the Sony corporation
Year ofdeath 1 999
Other information SonV introduced the Walkman and the CD player (with Philips)

@ Oxford University Press


3.2 cRAMMAR FILE

Who am | ...?
Student B

o Choose one of the famous people described below. Do not show the information to Student A.

@ Prepare questions to ask Student B about the famous person they chose.
Examples: 'Where wds your famous person born?
Did he/she go to uniuersity?
lYhat jobs did he/sbe haue?

o Answer Student B's questions. Ask Student A your questions. Which famous person did Student
A choose?

NELSON MANDELA
Place of birth Ounu, South Africa
birth
Year of 1918
University studied arts and law at university
Job(s) lawyer
Married? Children? married three times, the last time in 1998 - five children
Why famous? in prison f rom 1964 to 'l 990 - President of South Af rica f rom 1 994 to 1999
Year of death not dead
Other information won the Nobel oeace orize in 1993

WILLIAM SHAKESPEARE
Place of birth Stratford-upon-Avon, Enqland
birth
Year of 1564
University didn't attend university
Job(s) writer, actor
Married? Children? Anne Hathaway - a daughter and twins, a boy and a girl
Why famous? wrote a lot of famous plays and poems
Year of death ',l616

Other information married when he was 'l 8 and his wife was 26,
his comoanv built the Globe Theatre in London

NAPOLEON BONAPARTE
Place of birth Corsica, France
birth
Year of 1769
University attended military academy in Paris

Married? Children? Josephine de Beauharnais, Marie Louise of Austria - a son


Why famous? established the European Empire
Year of death 1821
Other information created the basis of French law (The Napoleonic Code)

@ Oxford University Press


3.3 sKrLLs FtLE

Choose the best candidate


O You work for the Human Resources
department of a multinational company that
flffiilHi.Fm
Wanted _ Distribution
needs a new manager. Read the advertisement ar
for this position. How old do you think most
marker, b","d i;;;.;;ff;::* Larin American

candidates are likely to be? .Atl.u,tt;";;;, ii5]*,


."t.uu.,,"ip..i.n.. j
, -.,rLr clienr skilrs
rquce : .:."::9
'lli:.r."r degree in
Good teamworkrn_
a : skill.s a
business-relat"ed
subject IIY:u thinkyou
@ Three people are on the shortlist for the job. i are the
Excellent Engtish
'Ex.ellent Engtish i ,|f,1t^o:lt"n forthis
for this
Read the information from their application ,lfntp":t"n
forms and the Personnel Manager's interview
(knowledge
Ji i ll?l'i"d vour details
notes. Then in groups, decide who is the
spu,'irh-lrrlt"ugu"r.
( uE(rese
i jri,}:::h plc,
i.nporin n,l' R"rour.-",
most suitable candidate for the position. fuman
;.. DeP-artment,5
'_E"p"ri"r,.Ji'tt,.
Lrii" or.ri.r"," i ,ltn*T:." Drive, West
m*r,^,.
,.,,qr ,
an advantage .forwilh,uottrqi,
^sr , rr:tnts, UK.

taura Esteban fames Springfield Paulo da Silva

Date of birth 14107165 12112174 06t08t7 |

Nationality Spanish British Portuguese

Degree Marketing & Sales Masters in Business Business Studies, specializing in


Administration (MBA) logistics

Experience l0 years in Sales Dept. of Nike, in Distribution Dept. of


2 years 6 years in Logistics Dept. of
Spain MG Rover (UK) Pepsico, Portugal

5 years in Export Division of in Distribution


2 years 2 yearsin Logistics Department
Nike in Atlanta, USA Department of Toyota (UK) of Pepsico, Brazil

Present position Director of Exports for Southern Head of Distribution for North Assistant Logistics Director for
Europe England and Scotland Brazil

Otherlanguages English (advanced) Intermediate French, some English, Intermediate German,


]apanese understands Spanish

Personality Sociat>le,1rie,ndl9,
harduorking
Hobbies Footbatl , plaging chess,
and cards
Likes / dislikes LiKes: challen3e:s LiKes, gettingto Knou)

Dis/lkes: lo^S meetings people


Dls/ikes: ollicet potitics

@ Oxford University Press 3.3 o e1


3.4 vocABULARY FILE

Vocabulary review
O Read the clues and complete the sentences. The missing words are all in the puzzle.

V I C O S T D AIT B H R C F

MA T T R A C T I ON S L O
CH I LDHOODC S G I R
GOFBRTTEATHERMG
R B L E A T O L D aN E A O
ABIGNSDFMETETT
NIGAKJAIRLINES
TEHNTHOUGHTHRA
DST\TSEATLMNOAI
HURRICANEFOUND
S ATTH E A D L I N E S Y B

APPOINTMENTEXO
KNEWP\7TRAF F I CH
Across 8 There are too many cars in our cities. It's
not surprising everyone complains about
1 Rain, thunderstorms, wind. 'V7hat terrible
the
we're having.
2 A: Can I help you?
9 Words in large letters above articles in
newspapers are called
B: Yes, I have an _ with Mr
Shelley. Down -.
a
Mr Shelley will be with you in a few 1 A: \fhat's the like in Singapore?
minutes. Please take a B: It's tropical - very hot and humid.
4 A very strong, violent wind is called a 2 In winter I put some of my plants in the
to protect them from the cold.
-
Flying with _ such as Southwest, are activities you enioy in your
Easyjet, Ryanair can cost very little. free time.

6 The Eiffel Tower is one of the top tourist A: How was your _ ?

in Paris. B: Fine, thanks, and the plane arrived on


ume.
7 The time between babvhood and adulthood
is called 5 Some governments give financial support,
or a _ for special projects.

@ There are twelve irregular past tense verbs in the puzzle i" O. What are they?

@ Oxford University Press


4.1 c RAM MAR FtLE

Find someone who...


Student A
'Vfalk 'Write
O round the class and ask other students questions. the students' names.

Find someone who


is having a business lunch next week.
is going to take a training course soon.
is going to move house next year.
is going to the cinema this week.
is attending a seminar next month.
is going to get up very early tomorrow morning.
is going skiing next winter.
is working this weekend.
Add anotber example of your own.

@ For'Yes'answers ask more questions withWhere ... ? When ... ? What ... ?'Who ... with?,to
get more information.

4.1 cRAMMAR FtLE

Find someone who...


Student B
'$ralk
O round the class and ask other students questions.'$7rite the students'names.
Find someone who
is going to visit relatives this weekend.
is going abroad in the next2 months.
is having a meeting at work tomorrow.
is giving a presentation next week.
is cooking dinner this evening.
is going to walk home this evening.
is going to change his/her job soon.
travelling on business next month.
is
Add another exdmple of your own.

@ For'Yes'answers ask more questions with'Where ... ? When ... ? What ... ?'Who ... r'uith?,to
get more information.

@ Oxford University Press


4.2 vocABU LARY FrLE

Welcome to Spain
Student A
O You work for the marketing department of a wine importer. Next summer you are going to
promote Spanish wines and want to take a small group of your key clients on a short, 3-day trip
to a wine region in Spain. Below is a description of a possible destination. Complete the
Choice 1 column in the table with information about Catalonia.

Catalonia's position on the


Mediterranean means it has excellent
ports, giving the region historical
importance in terms of both business
and culture. The capital, Barcelona, is
multi-cultural and is famous for its
Gothic area with the cathedral and
ancient royal palace, modernist
architecture and vibrant nightlife.
Further south, Tarragona is also an
important city with an extensive range modern, with some of Spain's most
of Roman remains, the most famous modern wine producers making world-
landmark being the Roman class products and other smaller
amphitheatre at the end of the Rambla, businesses making very individual
overlooking the sea. Modern Catalan wines. And not forgetting cava,the
wine, especially the Penedds light reds, world's second favourite sparkling
is a superb mix of traditional and wine!

Choice 1 Choice 2

Destination Catalonia
Main cities

Main attractions

Typ.t of wine
Advantages

@ Now ask Student B for information about his/her destination and complete the Choice 2 column
in the table. Together, decide which destination you prefer and why.

@ Oxford University Press


4.2 vocABULARY FILE

Welcome to Spain
Student B
O You work for the marketing department of a wine importer. Next summer you are going to
promote Spanish wines and want to take a small group of your key clients on a short, 3-day trip
to a wine region in Spain. Below is a description of a possible destination. Complete the
Choice 1 column in the table with information about Galicia.

Galicia is one of the least 'Spanish'


parts of the country. Galicians are
Celtic in origin and are very proud of
their culture and language, which has
similarities to Portuguese. Santiago de
Compostela is the main tourist
attraction because of its many historic
sights. The city centre is perfect for
exploring on foot and has Romanesque
and Gothic monasteries and other
religious buildings, the most famous
being Santiago cathedral, with its twin produces some of the best white wines
barooue towers. But Galicia also has in the country, as well as some
superb scenery, with wooded attractive reds that show good
mountains offering great views of the potential. Not forgetting the wide range
wide river valleys, picturesque villages, of excellent quality seafood on offer at
and beautif ul coastline. This reqion all restaurants and bars in Galicia!

Choice 1 Choice 2

Destination Galicia
Main cities

Main attractions
Types of wine

Advantages

@ Now ask Student Bfor information about hisiher destination and complete the Choice 2 column
in the table. Together, decide which destination you prefer and why.

@ Oxford University Press


4.2 vocAB u LARY FILE

Welcome to Spain
Students A and B
O \7ith your partner, look at the information below on two hotel chains in Spain. Decide which
chain you prefer for your clients.

Facilities HIRESA HOTELES MEDITANIA


Typical locations Business/industrial areas Historic centre of city
Average size Approx. 300 rooms 50-100
Room service 24-hour 7 a.m. to 11 p.m.
Restaurant{s) 1 international + snack bar international + local dishes
Style/decor Modern and functional Classic and elegant
Air conditioning? Yes \/^^
IEJ

Satellite TV? Yes

Swimming pool? Yes + sauna No


Fitness centre? No
Business centre? Yoc qonroflrrr qorrrinn
ruJ rT JVVTULOTy O9r Vrug No
Average price single room
Other information Near airport/motorway Computer points in rooms

@ Write a short invitation for your key clients to the trip to Spain. Give some examples of the
attractions of the region and the advantages of the hotel. Use the model below to help you.
-ry,g
lJ "+*fr-='r: ift*"rit#ffr 'ffitijH
j"i.- $ryp:; f'J4" ;;;i.t*rr,J l-.:ir.r
, j-l-i s: I d-.
* ^5 v {

-&t| i # rS&nptions :'"


!*flSiqnature |
Frnm: Wine UK Ltd. +

Suhj*ct; Promotion

b
@
Attachments: ,ftrrd

Dear Client
Next summer,Wine UK Ltd is going to organize a special trip to Spain as part of our
promotion for Spanish wines and is pleased to inform you that you have been
selected for this event.
The trip lasts four days and we are going to visit
We are sure you will be very comfortable in the hotel we have chosen.lt is part of the
chain and has _ (list advantages).
lf you are interested in taking part in this promotion, please confirm to our marketing
department as soon as possible and we will send you more details on the trip.
,ii,

@ Oxford University Press


4.3 sKrLLs FrLE

Writing
O Do you write formal or informal letters, faxes, or emails? Mark the following situations F
(Formal) or I (Informal), depending on whether you think they need a formal or an informal
written style.
1 asking a colleague for information 5 thanking a friend
2 apologizing to a client 6 sending information to a client
3 confirming information to a hotel 7 giving good news to a friend
4 bookingahotelroom-
@ In the extracts below, underline the best word or phrase in each case, depending on the formality.

--S'ier,,:3 FI,:,'+,1:"j, t*r;,J r*r*r- ru i F I Jt'nn.ture v ffi uption* - i ;;'


HiSheila!
Thanksllam writing to thankyou for the conference information - l'm sure I'm going
to have a very interesting timelJust one thing:wouldyou please/couldyou
recommend a good hotel where I could stay? Thanks a lot.
See you in two weeks./Yours sincerely
Anna

Dear MrWalker

Sorry/I apologizefor the delay in replying to your letter. I am pleased to enclose/Here is our
latest price list and catalogue, which I hope will be of interest to you. Please contact me
again/Let me know if you require any further information.
Hoping to see you soon/Yours sincerely

Ms Palmer

Dear Ms Werner
Following/Re our telephone conversation yesterday, could you please/can you book me a
double room for three nights as f rom next Thursday 12th November? I attach/Here are
details of my company and contact information . I look forward to seeing you/See you soon
Best regards
Peter Simpson

@ Oxford University Press


4.3 sKrLLs FrLE

Writing
O The email below is to a client. Fill in the gaps with suitable phrases from @.

-4srrr,:F,!u',r' *g$.s*:ndl-at*r- e lF iJ='nn.ture - ffioptions - | tU-


1
Ms Carlton
2
for your enquiry,and to ask you if you would be interested in coming to
our company presentation next Wednesday.lt will take place at our head office and is
from 10 a.m.to 1 p.m., and those interested are also invited to lunch with the General
Manager, Mr Alex Baker. 3 more detailed information on the presentation as
we||asthenamesofthepeop|einvo|ved.-a|etmeknowifyouareinterested
in coming to the presentation and also if you will be staying for the lunch? | hope this
informationisofinteresttoyouand-5ifyouhaveanydoubtsorquestions'
6

Tony Patterson
Client Attention Service

@ You are Ms Carlton. \7rite to Tony Patterson and accept the invitation to the
presentation and lunch. Ask for directions to the head office and the best way to get
there.

e8 O 4.3
4.4 FUNcrroNs FtLE

Play this game with a partner. Toss a coin. Tails - move one square. Heads - move two squares.
Role-olav the situations in pairs.

You meet a colleague Introduce a friend to


from another office at a another friend. understand the
conference.You met for
information someone
the first time last year.
gives you on the phone.
Greet him/her.
What do you sayl

Saygoodbye to your
Spellyour name and
You phone a client friend before he/she goes
address and give your
about an urgent question away for their summer
telephone number.
but he/she is in a holiday.
meeting.What do you
say?

Someone calls your You pick up a visitor A visitor arrives to


colleague, who is out of at the airport.Ask three
see your boss,who is ten
the office. Offer to take a
questions on the way to minutes late.What do
message.
the office. you say to the visitor?

Call a colleague in
Your client comes to
Callthe Majestic
another offi ce, suggesti ng
hotel and ask about their
the office for the first a meeting next week
business facilities.
time. Introduce him/her when you are visiting
to your Managing their city.
Director.

Callthe Majestic You check in at the


You check out ofthe
hotel to change the dates Majestic hotelwith a Majestic hotel.You want
of your reservation. large amount of money
the bill to go directly to
in cash.What do you say? your comPany.

@ Oxford University Press


5.1 cRAMMAR FrLE

Grammar cards

MASS OR
MASS COUNT some some?
COUNT
F-------------- E E
any? not...any much? not... much many?
tEE E E E
not ... many a lot of advertisement fun housework

E Eq q
inhabitant chocolate information money

EE E
yoghurt meat meal wrne fish

L-------------- E E
tradition seafood festival training exercrse
!t I

q
NCWS butter invitation

E
advice nightlife time expenence energy

E E
Instructions

1 Put the Mass and Count cards and the grammar cards (some, mdny) etc.) face up on the table. Put
the noun cards face down in a pile.
2 In turn, pick up a noun card. Say if it is a mass or a count noun. Put it under the Mass or Count
card. Choose a grammar card and use some) any, etc. and the noun in a positive or negative
sentence or a question. For count nouns, use the plural form.
3 Put the grammar card back, face up, on the table.

@ Oxford University Press


5.2 cRAMMAR FILE

A healthy lifestyle?
Student A
O Work with Student B. Ask your partner questions to complete the information about Alex
Jorgensen. Answer Student B's questions about Georg Backhof.
Examples: How many hours does Alex work euery day?
How much fruit does he eat?
Georg Backhof Alex Jorgensen
Age 32
Height 1.70 metres 1.75 metres
iqht 98 kilos
secondarV school teacher factory manager
Work time 7 hours at school every day + approx.
5-8 hours at home everv week
Holidays 40 days a year
Fruit none
Vegetables 1 serving a day
Meat/Fish 2 servings a day
2 litres a day
Coffee/Tea 4 cups of coffee a day
Alcohol 2 glasses of wine and/or 1 can
of beer a dav. more at weekends
Sleep 6 hours a night
Exercise olavs football twice a week
Relaxation reads the newspaper every day

@ \fith your partner, write sentences about the two people. Use some, any, ct lot of, much, mdny a
little and a few once each.
7

'$7ith
@ \fhich person has the healthier lifestyle? your partner, think of three tips to give the person
with the less healthy lifestyle, e.g. 'Try to drink some water every day, at least 2 litres.'
1

2
1

@ Oxford University Press


5.2 cRAMMAR FILE

A healthy lifestyle?
Student B
'Work
O with Student A. Ask your partner questions to complete the information about Georg
Backhof. Answer Student A's questions about Alex Jorgensen.
Examples: How many hours does Georg work euery day?
How mucb fruit does he eat?
Georg Backhof Alex Jorgensen
Age
Height 1.70 metres 1.75 metres
Weight 98 kilos
secondarv school teacher factory manager
Worktime 8 hours in factory every day, some overtime
but not everv week
Holidays 28 days a year
Fruit 2-3 pieces a day
2 servings a day
Meat/Fish 1-2 servings a day
Water
Coffee/Tea 2-3 cups of tea/coffee a day
Alcohol 1r cail
^^^ ^+ A^^. ^ ,l^,, ^^
or ueer ir uay, on average
Sleep 7 hours during the week and 8 at weekends
Exercise swims 2-3 times a week
Relaxation walks the dog every day

@ \fith your partner, write sentences about the two people. IJse some, any, ct lot of, much, mdny, (t
little and a few once each.
7

'With
O Which person has the healthier lifestyle? your partner, think of three tips to give the person
with the less healthy lifestyle, e.g. 'Try to drink some water every day, at least 2 litres.'
1

@ Oxford University Press


5.3 vocABULARY FtLE

Container snap

a slice of a bottle of a can of a bunch of a packet of

iE E E E E
a bowl of a cup of a jar of a box of a piece of

iE E E E E
a carton of a tube of a carton of a tube of a carton of

E E
a slice of a bottle of a can of a bunch of a packet of

E E E E
a bowl of a cup of a jar of a box of a piece of

E E E
a slice of a bottle of a can of a bunch of a packet of

E E E E E
a bowl of a cup of a jar of a box of a piece of

tE E E E
a tube of a packet of a piece of a slice of a bottle of

E E E E
@ Oxford University Press
5.3 vocAB u LARY FrLE

bread honey biscuits meat beer

E E E E
ciga rettes milk chocolates cheese fruit

iE E E E
flowers flce Jam strawberries salad

E E Eq

toothpaste yoghurt orange juice ham marmalade

E E
sugar water tea cake

E E q
peanuts grapes tomato paste cola matches

iE E E d E
cherries tuna mustard coffee cerea I

L E E E
salami olives pasta fish cider

E E
ro+ | s.s @ Oxford University Press
5.4 sKtLLS FtLE

A healthy company Y:;:y,i':7':: wide ranse


:
i: :: ::: e:u
r ?o:,"a
i
o ve e "
""
i,z;ffii';
r

;;ililI:
Student A J "J":i?:
m P I
I

::.:::! i"arth
probreri',:
can increase
;;;
O Your company wants to improve the :#:j::T"s reduce
satisfaction, ,"ora" i
"qoq work
worK
decrease health
'ealth
costs, and
t1^^ ^t ,
health of its employees. Read the both
ieeismx
"O."nt*iJrswrrUrrr
ooth emplon"o
emproyers anr,ll^p^::o
;;;il;;'ffi:H il'
extract from the 'Work Wellbeing rnO
brochure and answer the questions. How do we do
"r;;::l
it?
1 \fhat benefits do'Work.Wellbeing f trst we ask your
er
programmes offer? I ncr udin g r"rrion*lfloyees a bo ut their lifestyle,
o
exercise, eatir
2 -What information does the Work and othe"r
nro rm ario n,
n.;il i"^',:utArte r iln'" m o ki n g

Wellbeing report give the


r
*u o rJllltl' with n'1fl ;.s
vour emprou";,;;"n:::.1vou repJrt on arl
a
company?
risks' and;J;;#.:1n1n ?nu possibre hearth
repo rts i, p
vol,"u'":
I ::
: 1".t' : "s
a n d a dvice.
Th ese
Lifestyteoron.ulil^oewhich
" of our Heatth
&
ls are more
company. suitable for your
What prograrnrnes
do we ofter?

absenteeism = when employees do not go to


work, usuallv because of illness

'Work.Wellbeing.Decide which programme(s)


@ Read the information on three programmes from
to recommend your company. Your company has a budget of 2,000 euros to spend on health
and lifestvle programmes.

WORKWETLBEING Stress management This Lifestyle fairs These fairs are both
programme shows employees informative and fun, and help to
Exercise This programme how to change their stress into create awareness of health and
demonstrates how to include positive energy, increasing lifestyle issues in the company.
exercise in your daily activities motivation and reducing stress- WorkWellbeing makes use of its
and its importance in a healthy related illnesses. As 80% of all extensive experience to help you
lifestyle at any age. lt also work-related health problems are plan your fair and also offers
suggests different types of due to stress, this is obviously a specialist support to make sure
exercise for different profiles and very important area to control. your lifestyle fair meets the needs
needs. (750 euros) (900 euros) of your company. (2,000 euros)

@ \fork withStudent B. Tell your partner which programme(s) you chose i" ). Listen to Student B's
recommendation. Then decide together which programme(s)to recommend to your Human
Resources Manager.

@ With Student B, write a report to your Human Resources Manager giving your recommendation
and reasons for your choice.

After studying the information provided byWorkWellbeing, we recommend/believe that ...


This is for the following reasons:
This is because ...

@ Oxford University Press


5.4 sKrLLs FrLE

\*Stt
--------
*orkwel/O* Work Welthain^ ^r,
A healthy company
1:i;Y!
Student B "iii"ix,:';,:{::;;i';
;'::ff: :ilr:v"" u,i,u",lnl"" o,

O Your company wants to improve the ."*9.^ itrirf":j*illl* i#'


health of its employees. Read the ffT:ffi ff*T Hr il.
extract from the Work Wellbeing
Howdo we do
il ;[i:i$ff: ] ?, il :R
brochure and answer the questions. it?
1 \7hat benefits do Worl<.Wellbeing
programmes offer?
;:ilff fi::ffi gl:vees abo ut their riresryre.

2 \7hat information does the Worfr


.Wellbeing ,*?:.il5:,;lTyf **l,,J|ilTjti?,Tljifl ;"",".i'nn
report give the
company? }1:;J * ""J,".?
reports n",o
jffi I ilil'n
::ffi '; il,l
u;;;::I::1".,':"s and advice. rhese
::ff{ "
;,; J ;;; ::":,: I"J Jf i; :,:,1I
ft'*-,"'
What programmes
do we offer?
absenteeism = when employees do not go to
work, usuallv because of illness

@ Read the information on three programmes from Work Wellbeing.Decide which programme(s)
to recommend to your company. Your company has a budget of 2,000 euros to spend on health
and lifestyle programmes.

WORK WEttBEING PROGRAMME How to stop smoking Not only is Lifestyle work group Work
smoking bad for your employees' Wellbeing can help to create a
lmproving your diet Here we health, but recent legislation also specific group of employees to
offer information on how to have bans smoking from all offices work on issues of company
a healthy, balanced diet, and on except in special, limited areas. health, creating health initiatives
the right amount to eat according We offer programmes to establish and providing support for all
to age and lifestyle. We also give a smoke-free environment for employees in any lifestyle
advice on special nutritional your company. (850 euros) changes. lt acts as a vital link
needs. (600 euros) between employees and
management in all health and
lifestyle issues. (1,200 euros)

o Work with Student A. Tell your partner which programme(s) you chose i" ). Listen to Student
A's recommendation. Then decide together which programme(s) to recommend to your Human
Resources Manager.

@ \fith Student A, write a report to your Human Resources Manager giving your recommendation
and reasons for your choice.

After studying the information provided by WorkWellbeing, we recommend/believe that ...


This is for the following reasons:
This is because ...

@ Oxford University Press


6.1 cRAMMAR FtLE

Grammar cards
llll
I

,'
I

'1r#;;;'
methodsof i lansuases i
sports i i progr"il-ei
cities
i
i E .E E E E
leisure boring important slow
cheap
activities
iE E E
attractive interesting noisy difficult clean

.E E E
beautiful crowded enjoyable fast comfortable

F---------r---- E E
safe lively efficient big quick

F-----------r-- E E
healthy relaxing easy dangerous adventurous

L-------------- E E E
sociable bad impressive modern popular

E
useful good expensrve near dirty

E E
lnstructions
1 Put the adjective cards face down on the table in a pile. Put the topic cards face up on the table.
2 In turn, pick up an adjective card. Choose a suitable topic card and make a comparison. Use the
comparative form of the adjective, e.g. English is easier to learn than Chinese.
3 The other players make more comparisons with different adjectives.

@ Oxford University Press


6.2 vocABULARY FILE

Vocabulary review
Read the clues and fill in the spaces. All the words are in Unit 6.

10

11

12

13

14

15

1 You use this to carry papers, books, pens and other items for work.
2 The space in front of your seat on a plane (two words).
3 The place at an airport where you hand over your suitcases and show your ticket and
passport (two words).
4 General term for bags, suitcases, etc.
5 On board a plane, you put bags and coats in the _ lockers.
6 The direction planes follow while in the air, e.g. London-Paris.
7 A person travelling in a car, bus, etc., but not driving it.
8 You wear this in planes and cars to protect you if there is an accident.
9 The building at an airport where people leave and arrive.
L0 Before a plane takes off, a flight attendant demonstrates the instructions.
11 If you are not from the European Union, in the EU you need to fill in a card with
your personal information.
12\7henyougothroughsecuritycheckyouneedtoshowyour-card.
13 The final announcement in the airport and on the screen a short time before a plane takes off
(two words).
14 The time a plane is on the ground after landing and before taking off again.
15 'Sfhat you use to carry your bags at the airport.
(Down) A person who looks after passengers on a plane.

@ Oxford University Press


6.3 s KrLLs FrLE

Online booking
o Make a list of the possible advantages and disadvantages of booking a flight online compared
with booking at a travel agency.

@ The words in A are from the article Online booking i" @.Match them with their meaning in B.
A B
1 business-friendlyservices a holiday which includes travel, accommodation, and meals
2 farewatcher service b sale where buyers make offers and the best offer gets the
3 auction product
4 package holiday c in person, not via the telephone or Internet
5 car hire d services designed for companies and employees
6 face-to-face e service that monitors changes in airline fares
f paying to use a vehicle for a specific period of time

() Read the article and answer the questions.


1 \fhy is booking flights online becoming more popular?
2 \7hich are the leading companies for online flights?
3 What happens in online auctions?
4 'V7hat other holidav-related products and services are available on the Internet?

The market for online flight bookings is growing very also good value for money,where buyers make an
fast and competition is fierce. According to market offerforflights and compete against each other,the
research, nearly six million people visited UKtravel best offer winning. At sites such as priceline.co.uk,you
sites in January 2002,with Lastminute.com receiving can also choose to fly via a series of different airports
849,000 customers, and sales for the European online and widen your range of dates to get the cheapest
travel marketwill probablytotal 20 billion euros in possible ticket.
the next three years.
Of course, the web is not only about fl ights. Many sites
So why do more and more people book their flights are full travel agents offering package holidays, hotels,
online? Well, it's less time-consuming than waiting on car hire, money and information.While some people
the telephone or going to the travel agency and, wi | | a lways prefer face-to-face booki n gs, to discuss

thanks to clever marketing by companies like alternative dates, routes,and offers,the advantage of
Lastminute.com and EasyJet, people also believe they online booking is that, in addition to saving time and
can Save money. money, it gives a feeling of independence.The flight is
the practical part of a holiday and the Internet is very
Two of the most important companies in this good at practical things.The advantage of travel sites
crowded market are Expedia and Travelocity. Both are is that you can click and fly with the minimum of
easy to use and offer similar services,though complications, then relax with the non-virtual
Travelocity has business-friendly services like repeat pleasures of eating out,sightseeing,and reading big
booki n gs a nd a'fa rewatcher' service that i nform s books on the beach.
business travellers of chanoes.Online auctions are

.Work
@ in groups of three or four. Discuss these questions.
1 Do you prefer to book your holiday via the Internet or at a travel agency? \fhy?
2 lWhat services are important for a travel website to be successful?
3 Do you think competition from the Internet will destroy travel agencies?

@ Oxford University Press


7 .1 c RAM MAR FrLE

What's the mistake?


O Each of these sentences has a grammar mistake. Find the mistake then write the correct sentence.

1 I have visited my family yesterday.

2 Since last year I travelled to Japan three times.

3 How often did you move house in your life?

4 When has he given his last presentation?

5 I didn't have a holidav so far this year.

6 How often have you taken the bus to work last month?

7 Imade a lot of business trios in the last few weeks.

8 I didn't speak English very much at work recently.

9 Has she started her new iob last month?

10 How many hours overtime did you work this week so far?

11 I've met a lot of new clients last week.

12 How long ago has he got married?

110 o 7.1
7.2 cRAMMAR FILE

Describing changes
Student A
'Work
O in pairs. Give Student B the figures you have for Ghana ten years ago. Then ask Student B
for the figures to complete the information about Ghana today and write them in the second
column.

Ghana 10 years ago Today


literacy (15-24 year olds) 81.BVo

oublic exoendrture on education 3.2o/o*

hunger (population without enough food) 35%


I if e expectancy (years) .40 0

oublic exoenditure on health 1 .3o/o*

rural population with regular access to water 36%


land area with forest 33.1Vo
Source: United Nations Development Programme
% = percentage of GDP (Gross Domestic Product)
literacy = the ability to read and write

@ STork with Student B. Complete the Ghana datafile. Use the correct form of the Past Simple or
Present Perfect tense and information from the table in @.

GHANA DAIAFILE

Ten years ago Ghana 1 (spend) "h


2 of GDP
3
on education. Over the last ten years this percentage
(increase)to oh a. As a result, the literacy rate

almost
5 Y" 6.ln the same period spending on health
(improue)by
-
7(rise).Tenyearsago-"h8ofthepopulation-9(not,haue)
-
enoughtoeat.Toda5thispercentage-10(fall)to-oh11and|lfe
12 (improue) from an average of-
expectancy 13 years
a decade ago' to
14 years today. The situation regarding access to water for the rural population
15 16 (be) a
(get)better in the last ten years. In the same period there
small reduction in the area of land covered by forest.

@ Oxford University Press


7.2 cRAMMAR FrLE

Describing changes
Student B
'Work
O in pairs. Ask Student A for the figures to complete the information about Ghana ten years
ago and write them in the first column. Then give Student A the figures you have for Ghana
today.

Ghana 10 years ago Today


literacV f 5-24 vear olds) 91.6Vo
public expenditure on education 4.1o/o*

hunger (population without enough food) 1ZVo

life expectancy (years) F'lq


oublic exoenditure on health 2.2o/o*

rural population with regular access to water 62Vo

land area with forest 27.80k


Source: United Nations Development Programme
= percentage of GDP (Gross Domestic Product)
o/6

literacy = the ability to read and write

@ \7ork with Student A. Complete the Ghana datafile. Use the correct form of the Past Simple or
Present Perfect tense and the information from the table i" O.

GHANA DATAFILE

Ten years ago Ghana 1 (spend) "/"


2
of GDP
oneducation.overthelasttenyeafSthispercentage-3
(increase)to a. As a result, the literacy rate
T"
5 almost
(improue)by "/o
6.Inthe same period spending on health
71rise).Tenyearsago-"h8ofthepopulation-9(not,haue)
- 11
enough to eat. Today, this percentage (fall) to "/" andlife
expectancy 12 (improue)from an average of 13
years a decade ago, to
14 years today. The situation regarding access to water for the rural population
-10
15 (get)better in the last ten years. In the same period there 16
1be1 a

small reduction in the area of land covered bv forest.

@ Oxford University Press


7 .3 vocAB u LARY FILE

The language of graphs


O Match the names with the diagrams.
a bar chart a table _ a pie chart _ agraph
Word Trooe Word production
2000 12.3% 4.0%

1 Fo/ 200 I -0.9% 1.3%


tJ/o
2002 2.25% 1.75%
2003 6.0% 3.25%

Ll
^10//d

a o/o OO

60 50
40 40
20 30
0 20
-20 t0
-40 1996 1997 r 998 1999
0
G d

o Read the four extracts about world trade. Match the extracts with the diagrams in ([). \frite the
letter in the soace below the extract.

'
1
Prices hove gone up ond down dromoticolly Afew large corporations dominate some
ond coffee is o good exomple. lts price markets. For example, the coffee market in
reoched o peok of over $S0 in 1997 bul
,l998, Great Britain is dominated by Nestl6, which
fell shorply in with on improvement
accounts for 57"/o of all sales, and Kraft
in I 999. The price of cocoo, on the other
Foods has a share of 21%. Smaller, local
hond, hos decreosed steodily since 1997.
companies represent only 7% of the market.

?
" The final price of a product depends on 4
the production and labour costs and the During the 1990s, worid trade grew faster
manufacturer's profit, plus the margin than world production and was an
added by the retailer or company that important factor supporting economic
sells the product. In clothes, for growth. In 2001, this motivation was lost
example, this retailer margin often as world trade decreased. After growth of
accounts for over 50% of the f inal price, over L2olo in 2000. this levelled off at
with labour only representing just over nearly -1% in 2001" - the first falt in
10o/o of the f inal orice. almost two decades.

@ Oxford University Press


7.4 vocABULARY FILE

Trends
o Use theinformation in the graphs to complete the article The global economy below. Sometimes
more than one answer is possible.

Growth in exports Growfh in imports


30 30
25 25

20 20
t5 l5
'10
l0
5

0
_5
tn
-10
1999 2000 200 I

US exports World trode

EU exports US imports

Africo exports Africo imports

The global economy


1o (rise/fall) of
Exports Africa, where exports reached a dramatic
In recent years, the global economy peak of over 25% in 2000 but then 25% _ tt(of/to) a negative
fell s (steadily/ growth rate of -6%.\World trade
has become much more dependent
on the US, and since 1999 the US dramatically) the following year. followed a similar pattern and
The EU is the exception. Growth growth increased t2
has been the main influence on
economic growth in the world. remained relatively steady from (by/from) nearly 5ok rn 1999,
For example, inl999 and 2000, US 1999 - to 200 1, with an overall change 13 (to/by) 13ok in 2OOO,
6 (by/o| only 3%.
exports 1 (increased/ followed by a sharp 11

decreased) 2 (slightly/ (rise/fall) in 2001 - 15

sharply), with a growth rate of lmports (from/to) -5%.The exception to this


approximately 12%by the end of Imports have followed a similar trend was Africa, where growth in
2000. However, after this growth pattern. 7 (From/In) imports -16 (increased/
they 3 (fell/rose) during 1999, US imports grew decreased) from-4"/o at the end of
(of/by) 7ok and then 1999 17(by/to) nearly 5ok
the following year
in 2000 and then fell l8
(to/by) -5o/o at the end of 2001. This (rose/fell) to nearly 20% in 2000.
trend was even more marked in However, the next year there was a (slightly/dramatically) in 200 1.
- -
Sou rces: World Trade Organization, The New lnternationalist

Discuss the question in groups. Give reasons for your opinions.


1 Do you think the world economy is too dependent on the US economy?
2 \fhat are the alternatives?

@ Oxford University Press


7.5 sKTLLS FILE

Motivating employees
O Read the list of company benefits below. Rank them according to how important or motivating
they are for you, starting with number 1. Add any more benefits you can think of.

free company meals

private health care

annual bonus performance bonus


free tea and coffee sports and social club
discount for meals outside companv
fitness centre

Decide how much the benefits in Q could cost your company and write them in the appropriate
column below The costs are per person, per year.

o The multinational company you work for employs approximately 1,000 people in your country.
It wants to increase the motivation of its employees by offering more company benefits and has
given the Human Resource Department a budget of $250,000 per year to finance different
benefits. You are part of the working group that needs to decide which benefits to introduce. In
groups, compare your rankings and decide which company benefits you will recommend to the
HR Department and their approximate cost.

@ Write a memoto the Director of Human Resources informing him/her of your decision. Give
reasons for your choice.

@ Oxford University Press


7.6 vocABULARY FILE

Vocabulary review
O Complete the sentences with vocabulary from the box. All the words are in Unit 7.

borrow community wages generation opportunltles


long-term willing attendance unemployment join

1Ineedtodomoreexerciseandhavedecidedto-asportsclub.
2 lf not go up at the same rate as inflation, people cannot buy as many goods
as before.

3 It will be an advantage in the near future, but what about the

4 A:-do
Do you think he'll be to give the presentation?

B: Yes, he said he was very interested in doing it.


-consequences?
reduce
5 The government is going to introduce a job creation scheme to in the
country.
6 lcan't find my pen - can I for a moment?

7 The new in Nepal plans to build a school, improve the main road, and
extend the hospital for the town.
'We
8 -yours so that the next
need to protect the environment benefit from it in the
future.
-project
9 The conference was very popular and for some seminars was extremely high.
-can
10 Many people in poor countries move to more developed regions because there are more

-for them to make money.

@
'Work
in pairs. Use six of the words in the -box in sentences of your own.

116 o '! uxlcrd unrversttY tr=r,


7.6
@!E
8.1 GRAMMAR FtLE

Modals game

shouldn't may

might have to don't haue to

E
work longer hours do English homework do the housework

id
TI
d E
make a lot of business take work home at
get more exercise
trips weekends
E
move to a bigger
cook dinner this evening buy another car
flat/house
E E
study English for study for another
another three years
::_:E
take up a new hobby
q qualification

relax more get to work earlier save more money

E
lnstructions
'Work
in groups of three or four.
1 Put the modals cards face down on the left of the table. Put the activity cards face down on the right
of the table.
2 In turn, pick up a modals card and an activity card. Make a sentence about yourself or a colleague in
the group using the words on your cards and giving the reason.
e.g. I don't haue to study for anotber qualification because I haue enough qualifications already!
Susanna should relax more because she works uery long howrs.
3 Put the modals card face down on the table again. Put the activity card in a 'finished cards' pile.
4 Continue in the same way until you have used all the activity cards.

@ Oxford University Press


8.2 sKrLLs FrLE

Guess the country

lnstructions
'Work
in groups.
1 Put the country cards face up) on the table. Put the extracts in a pile, face down on the table.
2 In turn, pick up an extract and read it to the group. Discuss which country you think the extract
describes. When you agree, put it on the table under the name of the country.
'When
3 Continue with the other extracts in the same way. you finish you should have three different
extracts for each country - Personality, Socializing, and Doing business.
4 \7hen you finish the game, discuss these questions. Give reasons for your answers.
1 What information in the extracts did you find: a interesting?
D surprlsrngi
2 Do you disagree with any of the information?
3 Can you add any information about these countries that would be useful to visitors?
4 \7hich country would you prefer: a to live in?
b to do business in?

France lceland
I

_.8 I
Ed
Australia Brazil

118 o 8.2
8.2 sKrLLs FtLE

Guess the country

Personality Socializing Doing business


One theory to explain the The people are quick to use first The people are modest and casual
personality of the people is that names but it's important to wait in business. Don't emphasize your
the first Europeans to arrive in the until they do so first. They don't distinctions or academic
country found a difficult climate invite people to their homes easily qualifications too much, or your
and conditions. They had to but. if you are invited, you should job title. They may make fun when
co-operate and work together to take wine, chocolates, or flowers. you're serious: if they do, just
survive and this characteristic is They respect people with different accept it. They want the facts and
typical of the people today. There opinions and love arguing. A good you don't have to give a lot of
is a sense of equality. For examPle, topic of conversation is usually details.
when people take taxis they may sport but you shouldn't ask In business they follow rules and
sit next to the driver. llpping isn't questions that might be respect the different levels in the
necessary - in fact it may be considered too personal. At a pub, company, so it may take longer to
unwelcome and considered an each person pays for a round of make decisions. When invited out
insu lt. drinks and you shouldn't miss your for drinks with a colleague, it's
turn to 'shout for a round'. important not to talk about
business unless your host does.
They take work and play seriously
and don't mix the two.

E
Personality Socializing Doing business
The people have two apparently It is important to be punctual for ln business, you should make
very different values: equality and both business and social appointments in advance and state
individuality. They are very occasions and you should tell the time using the 24-hour clock.
individualistic and often disagree, people if you are going to be late. Although some business people
but they are able to work together. The typical greeting is a firm dress casually, business visitors
People are usually very positive handshake with good eye contact should dress formally. Don't be
even in the worst situations and on arrival and departure. surprised by'straight talking' as it
are calm and competent in is normalto be direct.
emergencies. Presentations should be factual
and you should not make any
promises you cannot keep. Many
people have two jobs, sometimes
out of necessity but not always.
Some children as young as eight
go to work in jobs in construction
and gardening. The people assure
outsiders that they are not
exploiting children because half
their wages are saved for their
education, and in general children

E E are treated with a lot of respect.

@ Oxford University Press 8.2 (, 1 1e


8.2 sKTLLS FrLE

Guess the country


FRANCE

Personality Socializing Doing business


There are rules for everything. The people do not normally invite At all levels, relationships are
Correct behaviour may include colleagues to their homes but if important. lt's the way business
brusque, automatic responses, you are invited, you should not go and government work and it's how
without the warm friendliness of beyond the living or dining areas people find jobs. Matters that are
the ltalians or the Portuguese. lt's without asking permission. You solved efficiently over the phone in
important to know the right words may know where the bathroom is, some other countries require face-
and gestures, and it takes some but ask first and don't go into the to-face meetings in this country,
time to learn them. The people kitchen to help. perhaps during a leisurely meal at
enjoy disag reement, differences, a restaurant. However, it's
and expressions of individuality, important to remember that a
all of which stop life from being business or professional
boring. In conversation, each relationship is not the same as a
person makes brief, amusing friendsh ip.
comments, always listening to the
comments of others. And it's
imoortant not to smile too much.
Smiling at strangers, even making
eye contact, is not welcome.

E
Personality Socializing Doing business
The best thing about this country When people meet, men shake Companies operate in a very
is its people. They love life and hands and women kiss to greet traditional way, with clear levels of
they have a great ability to enjoy each other and to say goodbye, hierarchy. Personal con nections
the present, talking, sharing good They touch a lot, too, and stand are important and people want to
food, creating and listening to closer to each other than many know the individuals they're
music, dancing and walking on the other nationalities. working with. You should expect
beach. They are extremely warm They love to give presents and you negotiations to take a long time.
and outgoing. Don't be surprised if should give flowers, candy, or They don't have siestas but they
they give personal details about champagne to a hosU it's also a may have two-hour lunches. At a
themselves and expect you to do good idea to bring something for business lunch. it's important to
the same but they don't like the children. wait until coffee is served before
arguments and you should avoid discussing business matters.
controversial topics. People use titles when talking to
business acquaintances, although
people may ask you to call them by
their first names. Business dress,
and clothes in general. may be
formal or informal. lf you are not
sure how to dress, it's best to be
formal.

E
@ Oxford University
8-3 vocABULARY FtLE

Vocabulary review and extension


O Many words in English have more than one meaning. In the following phrases, the verbs have a
non-literal meaning. Match the phrases with the pictures.

I save money

2 hold hands

3 take a shower

4 follow a timetable

@ Complete the sentences with the verbs i" O.


1 The manager wants to meeting tomorrow.
.We
2 can by using the subway system.

3 His employees always his instructions.

4 I usually -a
a lot of photos on holiday.
-time
O Some words change their meaning depending on their grammatical form or context. Use each of
the words in the box twice to complete the sentences.

even close present fine suit break stand

1 \7e start work early but usually have a coffee of 15 minutes.

2 In Russia it's important to give an of flowers for a funeral.

3Ifyousmokeinapublicplacethepolicemightgiveyoua-of90euros.
4 In some countries women wear a at work as well as men.
-number
5Mylastbosswasquiterudebutmy-bossisVeryeaSy-goingandagoodlistener.
6 It's important for me to live in a country with
7-We,regoingtohavea-atthenexttrade{airtodisplayournewproductline.
8 People from Latin countries usually prefer personal contact.
'When -weather.
9 can we arrange a meeting? Does Monday at 11a.m.

10Thiswinecellarkeepsthewineatan-temperature.
11 You should try not to any social rules when you are in a foreign country.
-you?
12.Whenyouleavetheoffice,it,simportantto-thedoorbehindyou.
13 lt's important to take a the hostess when you visit someone's house.

14 Inmy country
-
it's rude to near another person when you are talking.

-for
@ Oxford University Press
-very
8.4 FUNcrroNS FrLE

Play this game with a partner. Toss a coin. Tails - move one square. Heads - move two squares.
Role-olav the situations.

Telephone a client
You're in the
and suggest a business During lunch, ask
restaurant. Order your
lunch. your client for his/her
first and second course.
opinion about a current
topic.

Disagree politely
Your client invites
Your client thanks with your client's opinion
you to meet a colleague
you for the lunch. on a current topic.
after lunch. Decline and
Respond.
give a reason.

You can't make the


telephones you and Your colleague
appointment with your
suggests a meeting next invites you to dinner at
client.Telephone to re-
Monday. Decline and his/her house. Accept.
arrange it.
suggest another day.

During dinner at
Suggest an after-
Thank your his/her house,your
dinner activity to your
colleague for the dinner colleague gives his/her
colleague.
and invite him/her to opinion of another
your house next month. colleague. Disagree.

A friend suggests
A friend suggests
going to the cinema this A friend is thinking
going to see a football
weekend. Decline but of moving house but isnt
match next weekend.
make an alternative sure. Make some
Agree.
suggestion. suggestions.

@ Oxford University Press


9, 1 c RAM MAR FtLE

Grammar cards

Situations which began Activities which began Activities completed in


in the past and continue in the past and continue a time from the past to
up to the present
:.:::ll::l:::::: q up to the present
q the present

l've been working on How long has he had his l've worked six hours
this presentation all own company? overtime this week.
morning.
E4
The company has The company has been The company has made
always been in the making clothes for over

I
F----------
I
I
same family.
E 100 years.
q a huge profit this year.

Our website has been Our new brochure has Our website has been
attracting a lot of attracted over ten new on the Internet for over
interest. clients this quarter.
E a year.

Their R&D department


The R&D department The R&D department has been developing a
has developed a new has been very busy

:t:::g:::::::l.q
recently,
q lot of new products
recently.

We've been investing We've invested over 10


more in service Our investments have
million euros in new always been successful.
companies these last
i l9YT-"llll: -- E companies this year,
E
The firm has produced The firm has been in the The firm has been
double the amount of steel business for over a producing steel since it
steel this year. century.
E was founded.

I've tried to rearrange


l've been trying to get in the meeting but the client
She's had her job for
touch with the client all isn't available any
four years. week.
other day.
ET
lnstructions
'Work
in groups.
1 Put the headings cards face up on the table. Put the sentence cards face down on the table.
2 In turn, pick up a sentence card. Put it under the correct heading.
3 When you have finished, write two more sentences for each heading.

@ Oxford University Press


9.2 cRAMMAR FILE

What's the mistake?


Each of these sentences has a grammar mistake. Find the mistake then write the correct sentence.

1 How long are you living here?

2 He's been living in the same house since ages.

3 How long are you knowing him?

4 How many companies have you been visiting this month?

5 I'm working here since 1,987.

6 She's married for a long time.

7 How many years are you learning English?

8 How long does he have his present job?

9 The company is making a lot of money since last year.

10 How long is she a manager in the company?

@ Oxford University Press


9.3 sKrLLs FILE

A country in transformation
O Nfhat do you know about the country, Bhutan? Try to answer the questions. Guess if you don't
know.

1 Bhutan is located in 2 lts population is around 3 lt's about the same size as 4 lts main exports are
a Africa a 2 million a Brazil a food
b South America b 12 million b Switzerland b electronic products
c Asia c 50 million c France c clothing

@ Read the article Bhutan's achieuemenfs and check your answers.

@@b'ffieSffiffi lrir
dk
!w
Br(L Fo, qrJ A,i.!,ll a";i

BHUTAN'S ACHIEVEMENTS
Bhutan calls itself Druk Yul, which means 'land of the thunder
dragon'. It is a tiny kingdom, a little larger than Switzerland with a
population ofjust over two million, and is located to the east of the
Himalayas. Because of its location, until the early 1960s the country
was extremely isolated from the rest of the world but, since this time
and especially since 1990, there have been a large number of changes.
Over the last few years, the government has been concentrating on education, providing free
education for all the population. As a result, the percentage of children in primary schools has
risen to 72Vo , up fron l2Vo in 1980 and from 25% in 1990. The government has also encouraged
education for girls, who now account for 45% of primary school children. The government has
built new secondary schools and has expanded boarding facilities to encourage rural students to
contin ue their education.
Health conditions have also been improving steadily over the last few decades and the
government has achieved some good results. For example, the infant mortality rate fell from 102
per 1,000 births in the 1980s to 71 in the 1990s, although in the last decade it has risen again to
74.The number of children per couple has also fallen slightly, from an average of nearly 6
children in the 1980s to 5 now This could partly be a result of the changes in the role of women
in Bhutan. For example, in the 1990s only 2% of members of parliamentwere women, but this
figure has risen to 9Vo today.
In the agricultural sector, rice, corn, and potatoes are the principal crops, mainly for the
domestic market, although export crops have been increasing in importance in recentyears. The
industrial sector, however, has been declining steadily, although manufacturing has remained
stable and the electricity industry has recently increased electricity exports to India.
All these changes have occurred with relatively few negative effects on Bhutan's environment or
traditional culture and, in the opinion of most observers, the government deserves much credit
for the achievements made.

@ Oxford University Press


9.3 s KrLLs FrLE

A country in transformation
o Read the article again. Find words and phrases that mean
1 alone, away from other people, places, etc.
2 focusing on, giving a lot of attention to
3 accommodation and meals for students who live at their school
4 from the country, not a town
5 the number of children who die at birth
6 plants grown for food
7 the home, not the export market
8 happened, taken place

@ Complete the chart about Bhutan with information from the article.
Bhutan 1980s 1990s Today
children in primary school (%)
infant mortality (per 1,000 births) 102
no. of children (per couple) 5.6

women in parliament (%)

'Work
O with a partner. Look at the verbs in the Present Perfect Simple and Continuous in the
article. Find three examples of each category below and write them under the correct heading.
Situations which began in the past and continue up to the present

Activities completed in a time from the past to the present

Activities which began in the past and continue up to the present

@ Oxford University Press


9.4 vocABULARY FILE

Vocabulary review
'Work
O in pairs. Match words from A and B to make collocations.'Sfrite them in the space below.

A B
communist standard media conditions
joint mass state venture
family labour industry business
working travel force of living

@ With your partner, choose five collocations from Q and use them in sentences of your own.

O Complete the sentences. Use the noun form of the verbs in the box. The first one is done as an
examole.

manage consume compete industrialize develop


invest produce employ economize modernize

L Car makers have invested in large-scale ptodueliou facilities in order to reduce costs.
2 Ov rop had a meeting to discuss the joint venture with the other company.

3 In summer, ice cream normally reaches a peak.


4 Many European manufacturers complain about from Asia because Asian
-have
imports are much cheaper.

5 The government has introduced job schemes to increase in the area.

6 Our Research & has designed a new prototype.

7Ingeneral'theChineSeareinfavourof-althoughthismeansthattheircountryis
losing many traditional buildings.

8 Over the last few -department


decades, the European steel has declined significantly.

9 The company needs to increase in pollution control.

10 The country's has grown by 6% this year.

@ Oxford University Press


1 O. 1 c RAM MAR FrLE

Grammar cards
r----------
It
---------t
ll
tl
i
I
DEFINITE SITUATIONS/ACTIONS
q i LIKELY SITUATIONS/ACTIONS
q i

r
i

UNLIKELYSITUATIONS/ACTIONS
POSS I BLE SITUATIO N S/ACTI O N S
E
i

r
I

DEFINITELY NOT I

SITUATIONS/ACTIONS m
I
I l'm sure... will ... i

-I- I
I

...
I ;
I
I
Maybe... will
,o
i

l'm sure... won't ...


,,
i

Petroleum will run out.


d
i

i
I

Air pollution will get worse. More people will get married.
ti
tt
lt
. .. ....
There will be a United States of
!d
i

@
i

People will work four days a week.


i

i
IT
Eurooe. i

I
L---------- f i
Etr
People will retire at70.
I

i
Spanish will be the world i

ll
111?.1i9i. @ i
ll

i Smoking will be illegal. The average life expectancy will


::113.
i
i

I
L----------
It
tl
:.@ @ i
ll

i willfall. heart
More people will die from

i::rlr_i. @
i
The standard of living
_@
i

I
L----------

Instructions
1 Put the headings cards and the grammar cards (I'm sure ... will ,.., etc. ) face up on the table.
Match the grammar cards to the headings cards.
2 Put the predictions cards face down in a pile. In turn, pick up a card and read out the prediction. ,

Give your opinion using one of the phrases on the grammar cards.
3 Discuss your opinion with other students. Then continue with the other predictions cards in the
same way.

@ Oxford University Press


1O.2 cRAMMAR FILE

If and when
o Look at the different situations in the table and decide how likely they are, for yourself and your
partner. If they are certain, begin with 'When.If they are possible begin with ff.

@ Now complete the sentences by adding what you will do, and what you think your partner will
do. in the different situations.
When/lf Situation t'l
get home this evening,
reach 80 years of age,
go on holiday in the next few months,
go to a restaurant next week,

can afford a new car,

When/lf my partner Situation he'll/she'l


has some f ree time this weekend,
goes to the crnema,
watches TV tonight,
finishes this English course,
goes abroad on holiday next summer,

o Compare your predictions with your partner. Score one point if you correctly guessed how likely
each situation is by using'When or ff. Score another two points if you guessed correctly what
your partner will do, and one point if you nearly guessed! tWho made the best predictions?

@ Oxford University Press


1 O.3 vocAB u LARY FtLE

Vocabulary review
People who work with computers have a variety of problems that can be related to work habits
but there are things you can do to be more comfortable and help prevent health problems.

O Read the tips on how to improve your health at work. Choose four tips that could be useful for
you.

I If you use a desk 1amp, put covers over the 1i$ht to reduce bri$htness.
2 Position your computer next to a window but at right angles.
S Do not have a light behind you when you are working at a computer.
4 Make sure your chair armrests are 1ow and short enough to fit under work surfaces.
5 If you often use documents, put a document holder on the left or ri$ht of the monitor
or attach it to the side of the screen.
6 Slt directly in front of the computer, as close as possible to the monitor.
7 The top of the screen should not be above the level of your eyes.
I Your arms should remain beside your body and your hands level with the mouse
mat.
9 Adjust your chair so that your knees flt, comfortably below the desk.
10 Make sure there is at least a I O cm space between your computer ventilator and any
wall or desk.

@ Underline all the prepositions in the text which describe location.

Look at the picture. ;$t,',;,;t';


Write five tips to help the
person in the picture avoid
health problems.

@ Compare your tips with a partner. Choose the five best tips.

o 'V7ith
your partner, suggest three tips for improving your class environment (lighting, plants,
decoration. etc.). Present your ideas to the class.

130 (t 10.3 (9 Uxtord unrversrtv rr"r, @!il


1o^.4 sKTLLS FrLE

The ageing population


Student A
'Work
O with Student B. Ask your partner for the information you need to complete the table.
Answer your partner's questions.
Example: What will the total population of Italy be in 2020?
Italy Germany Norway
2000 2020 2040 2000 2020 2040 2000 2020 2040

btal population 57.3m 45.6m 82.2m 81m 4.5m 4.7m

Population growth (%) 0.0 -0.5 0.4 -0.1 0.5 0.0

Wo rking-age population 38.7m 34.1m 56m 44.4m 2.9m 2.8m


o/o
/orking population as %
Wo 67.5o/o 53.504 68.7 65.4Vo 64.4% 63.8%
tI +^+^l
oft tuLol ^^^,,l^+;^^
PUPUTOUUT I

Average age 40.6 53 40 46.9 37.4 42.2

ife expectancv (2045-50) 82.6 81.9

m - million Source: OECD

@ In pairs, use the information in the table to answer these questions.


1 'Vfill there be more or fewer people living in Germany in2040 than now?
2 Which country will have the fastest-growing population Ln2040?
3 At present, which country has the largest working-age population as a percentage of its total
population?
'$7hich
4 country will have the highest number of young people in2040?
5 \fhich country will have the longest life expectancy in 2050?

o Look at the information on government pension policies in these countries and discuss the
following questions.
Italy Germany Norway
Pension age (men)1 65 65 67

Pension age (women)1 60 65 67

Employment rate of older 27.SVo 38.5Vo 67.30k


workers2
Growth in expenditure on 4.7% 2.4Vo 2.SV:o
pensions3
o/o
% GDP spent on pensions3 160/o 11Vo 7

Source: European Commission ZOOZ1, OECD figures and tables on ageing 1ggg2, OECD figures and tables on ageing 19973

'VThere
1 do people probably work the longest?
2 \fhere is the government pension highest, do you think?
3 Which country will be the best to live in when you are 65?

@ Oxford University Press


10.4 sKrLLs FrLE

The ageing population


Student B
'Work
O with Student A. Ask your partner for the information you need to complete the table.
Answer your partner's questions.
Example: .What will the total popwlation of Italy be in 2040?
ITALY GERMANY NORWAY
2000 2020 2040 2000 2020 2040 2000 2020 2040
btal population 57.3m 52.9m 82.2m 76.5m T.Jt tl 4.Bm

Population growth (%) 0.0 -0.8 0.4 -0.3 0.5 0.3

Work ing-age population 38.7m 24.4m 56m 53m 2.9m 3m

Working population as 7o 67.5% 64.5Vo 68.70k 58o/o 64.4o/o 58.3%


of total population
Aver age age 40.6 49 40 48.7 31.4 43.6

if e expectancv (2045-50) 82.6 83.7

m - million Source: OECD

@ In pairs, use the information in the table to answer these questions.


1 Will there be more or fewer people living in Germany in2040 than now?
2 \7hich country will have the fastest-growing population in2040?
3 At present, which country has the largest working-age population as a percentage of its total
population?
4 \7hich country will have the highest number of young people in2040?
5 \7hich country will have the longest life expectancy in 2050?

O Look at the information on government pension policies in these countries and discuss the
following questions.
Italy Germany Norway
Pension age (men)l AA 65 6l
Pension age (womenll 60 65 67

Employment rate of older 27.5Vo 38.5% 67.3%


workers2
Growth in expenditure on 4.1% 2.4o/o 2.5o/o
pensions3
% GDP spent on pensions3 16Vo 11o/o 7 o/o

Source: European Commission 20021, OECD figures and tables on ageing lggg2, OECD figures and tables on ageing 19973

1 \7here do people probably work the longest?


2 Where the government pension highest, do you think?
is
'SThich
3 country will be the best to live in when you are 65?

132 a 10.4 @ Oxford University rr"r, @


11 .1 c RAM MAR FrLE

What's the mistake?


O Each of these sentences has a grammar mistake. Find the mistake, then write the correct
sentence. Your sentences can be either 1st or 2nd Conditional, depending on your own opinion
or situation.
1 I'd do more sport if I would have enough time.

2 If I'm the President of the United States. I'll increase spendinq on health care.

3 If you didn't study English, which language will you study?

4 What will you do if you couldn't come to your English class next week?

5 I'll buy a BMW if I could afford a new car.

6 If the government banned cars, what method of transport will you use?

'Where
7 would you live, if you can choose any country?

8 If I'll go to the cinema next week, I'11 see a film in English.

9 I'll go for a walk in the country if the weather will be good this weekend.

10'V7hat changes will you introduce if you were the Prime Minister of your country?

@ Oxford University Press


11 .2 c RAM MAR FtLE

1st and 2nd Gonditional


O Complete the questions. Use the 1st Conditional for likely situations and the 2nd Conditional
for unlikely or unreal situations. Use cowld where suitable in 2nd Conditional sentences.
1Ifyoulateforworknextweek,what-yourboss-?
(arrive, say)
2 Vhat hobby you if you more free time? (take up,
have)
3\7hoyou-ifyoutoborrowSomemoney?(ask,need)
4IfyouafamousperSon'who-you-tomeet?(meet,
like) -
5Whatyou-ifyoutwomonths'holidaysoon?(do,
have)
6Ifyourboss-youtoworkal1nextweekend,what-you
- ? (ask, say)
7IfyolrEnglishteacheryoualotofhomework,-you-
it? (give, do)
8-V7hatyou-ifyouyourpaSSportonholidayabroad?
(do,lose)
9IfyoutimetowatchTVthisevening,whichprogramme-you
? (have, watch)
'V7hat
10 changes you if you responsible for public
transport in your city? (make, be)
11\7hereyou-ifyouanycityintheworld?(1ive,
choose)
12 If your company - shorter working hours but a lower salary,
you
you (offer, accept)
|3Ifafriendyoutodinnernextweek,whatkindofpresent-you
? (invite, take)
I4Ifyouthechancetochangeyourappeafance'what-you
-? ? (h*";:i11!--
1s \rh", if someone you to look after their dog for
two weeks? (say, ask)
16Whatyou-ifyouSomeonewithabroken-downcar
on a quiet road? (do, see)
17 your teacher you a present if you all these questions
correctly? (give, answer)
18 If you shopping this weekend, you your food at a
market or a supermarket? (go, buy)
19 -\7hat you - if your doctor you to lose weight? (do,
tell)
20WhatpreSentyou-foryourbossifhe/shenextyear?
- -
(get, retire)
-
@ Choose five questions to ask your colleagues. Carry out a survey. Find out the reasons for their
decisions. Report back to the class.

rc4 a fi.2 OOxford University rr"r, @


11.3 sKtLLS FILE

Green cities
O The words in A are from the article Are cities sustainable? Match them with their meaning in B.

A B
1 are unsustainable a use too much, usually with a negative effect
2 overexploit b for each person
3 waste (noun) c cannot continue as they are
4 sprawling d what remains after using something, and is of no use
5 per capita extensive, often in a uncontrolled way

@ Read the article. Find the answers to the questions.


According to the article
1 why are modern cities unsustainable?
2 by how much has the world's urban population increased since 1900?
3 in what ways do compact cities offer a sustainable solution?

Are cities sustainable?


gor the first time in human history most people in the world live in cities.
I Can we now make these cities green? Modern cities are unsustainable:
they consum e75o/o of the world's resources and produce most of its waste'
To be sustainable they would have to make sure they did not damage the
ecology for f uture generations and did not overexploit or pollute the area
around them. Meanwhile, the percentage of people living in cities is
growing. In 1900, just 15olo of the world's people were urban. Today it's
approximately 5Oo/o, and by 2025it will probably be at least 60010. So what
should we do? Abandon cities? Go back to the country?

Idon't think so. Cities themselves hold the solution and human density
may present the greatest opportunity for a greener f uture. The
environmental benef its of compact cities are clear: housing, workplaces
and shops are either mixed or close to each other. lf you can walk or cycle
around your city, that reduces the need for cars and buses. By using
cheap, eff icient and clean public transport, the compact city could be
almost car-free. Compact cities use half as much energy and produce half
as much air-pollution per capita as sprawling cities, because buildings are
more economic to heat when they are close together. Health, emergency,
education and other services are also cheaper to deliver.

'S7ork
O in groups. Discuss the questions. Make a note of your opinions.
'Which is the greenest city you have visited?
1
2 Is pollution a problem where you live? If so, what problems have you experienced?
3 Have you ever made complaints about pollution? To whom? What was the result?
4 \fhat would you do to make a city greener or more sustainable?

@ Make a list of key points from your notes. Present them to the class.

@ Oxford University Press


11.4 vocABULARY FILE

Vocabulary extension and review


O Look at the examples of American English in italics in the sentences. Find the British English
words with the same meaning in the box and write them in the spaces.

a chemist's pedestrian crossings a taxr shops lifts


the city centre car-sharing aflat petrol cuts

1 Most people in the city live in an apartment.


L It's faster to take a cab than drive in a citv.
a
The problem with some cities is that downtown is full of offices and nobody lives there.

4 Some city buses run on hydrogen instead of gas in order to reduce pollution.

Some cities encourage ride-sharins to reduce the number of cars with just one person.

6 lt's important for motorists to stop at crosswalAs, where pedestrians have a right of way.

7 Cities usually have 24-hour stores where you can shop at any time, day or night.

8 Some cities have problems with their electricity supply and there are frequent power outages.

o 'Could you tell me if there's a drugstore near here, please?'


10 In European cities, a lot of old residential buildings don't have eleuators andpeople have to
walk upstairs.

@ Match the words in A and B to make collocations to describe transport.

A B
traffic cycle path j"-
light commuter train rail

O How many different forms of transport can you think of? Make a list and order them from the
fastest to the slowest when travelling in a city.

@ In pairs, design the 'perfect' city. Draw a map and include examples of the following:
. public transport
r historic centre (e.g. cathedral)
. leisure facilities (e.g. ice-skating rink, sports centre)
o service industries (e.g. restaurants)
o cultural attractions (e.g. theatre)

Q) Compare your design of a perfect city with that of another pair of students. \fhich design is the
most impressive? And the most efficient? \Which city would you prefer to live in?

136 (t 11.4 @ Oxford University Press


11.5 FUNcrtoNs FILE

Social responses

Sorry,I've I'm sorry lcouldnt Do you mind if I


Thank you for a
forgotten to bring come to the turn the heating
lovely dinner. back your book. meeting. down?

E r r
Do you mind if I
Could lborrow Could I use your Have a good
close the door a
your calculator? pen? holiday.
moment?
I
I
F---
I
E E
Would you like
l've had to cancel May I make a I've been
another promoted!
my holiday. personalcall?

r
sandwich?

r r
Don't mention it. Don't worry. It doesn't matter. No, not at all.

E
Well, I'd rather you Thanks, and the
Yes, certainly. Please do.
didn't. same to you.

I
L----------
I
I
E r
Thanks, but not at Oh, l'm sorry to
Yes, of course. Cong ratu lations !
the moment. hear that.

E r
@ Oxford University Press
12.1 c RAM MAR FtLE

Describing a process
o Read the description of olive oil production. The stages are not in the correct order. Number the
stages to show the correct order. The first stage is given as an example.

How we make olive oil


:t:i;;' We wash the olives by spraying them with cold water and then we grind them to crush the fruit and
stone, as this helps us get more oil. After that, we press the resulting paste at high pressure to extract the
liquid. Finally, we centrif uge the liquid to separate the oil from the juice. ':,::t;;:,

't''
,
,,:r:;We call this process 'first cold pressing', and around five kilos of olives will produce about a litre of
oil. We extract approximately 90% of the oil in this process. After, we send the paste to a refinery to
remove the other 1 0o/o. :;

fusx4 we stack the olives in piles for a short trme to increase the heat, which helps to release more oil.
:ll;:i;'

But we process them quite soon after picking to reduce the chance of fermentation. ln Spain, if we want
to make 'virgin' olive oil, by law we have to process them withrn 72 hours of harvesting. ';i:i1,

d1 .,1:"

depending on the region and whether the fruit will be used for oil or table olives. We pick them by hand
to make sure the fruit is at the ideal moment and to protect the fruit lii.i::

@ Complete the description of how olive oil is made. Use the information i" O. Use the Present
Simole Passive form of the verbs in the box.

stack spray process crush send press pick extract centrifuge

From September to March, the olives I by hand to

protect the fruit and to guarantee quality. Next, the olives


2
for a short time to increase the heat. When we produce
virgin olive oil, the olives _ 3
within three days of the harvest"
In the first stage of the production process. the olives a
with cold water
andthenthey-5toincreasetheamountofoi|duringextraction.After
that,thepaSte-6athighpreSSUretoeXtractthe|iquid.Fina||y,the|iquid
7
to separate the orl and the water
Approximate|y90o/ooftheoi|8durin9thisfirstco|dpressing.Afterthat,thepaSte-9
to a refinery to extract the remaining oil.

'Work
O in pairs. Think of a process you know well. Describe it, using these expressions.

In the first stage of the process Next Then After that Finally

@ Oxford University Press


12.2 cRAMMAR FILE

Complete the article about chocolate. \frite the correct passive form of the verb in brackets.

Did you know ... ?

ffi The history of chocolate oes back to the 6th century when it
(consume) as a drink by the Mayans in South America.
2 (introduce) to Europe in 1528, when cocoa beans
ffi Chocolate
-1
3 (brlng) back to Spain from Mexico by the Spanish explorer, Hern5n

Cort6s.
-
ffi fne process of making chocolate a (keep)
a secret by the Spanish for
5 (not, discover) by other Europeans until
the next 100 years and it
the 17th century.

ffi fne first chocolate house 6 (open) in London in 1657 by a Frenchman.


7 (dtink) only by rich people because was very expensive.
At that time it
-
8 (eat) in solid form only since the 19th century, when
ffi Chocolate
chocolatebars-9(produce)forthefirsttimebyachoco1atefactoryin
Bngland. -
- r0 (make) since 1876 when it r r (create) by
ffi trlitt chocolate
a Swiss manufacturer. He took his creation to Nestl6, the world's largest producer of
12 (manufactured)
chocolate, and milk chocolate on a large scale ever
since. -
ffi Chocolate hit the newspaper headlines in 1980 when an employee of a Swiss
13 (arrest) for trying to sell secret chocolate recipes to
chocolate firm
Russia. China. and Saudi Arabia.
14 (produce)
by Brazil and the
ffi toaay almost 50% of the world's cocoa
Ivory Coast. -
15
ffi ttlore cocoa beans (import) into America than into any other
country. -
16 (buy)
fne biggest chocolate eaters are the Swiss. More chocolate by
@
the Swiss than by any other nationality.
17 (make)by hand in Belgium and Switzerland.
ffi ffre best-quality chocolates
-
ffi Chocolate shows no signs of losing popularity. Worldwide 600,000 tons of chocolate
l8 (.onrurn.)annually.

@ Oxford University Press


12.3 vocAB u LARY FILE

Vocabulary review
'Work
O in pairs. Make adjectives from the nouns using the suffix -y, -able, -fwl, -less, or -al. \frite the
adjective in the space.

Noun Adjective Noun Adjective


commerce cloud
comfort profit
economy industry
power politics
harm fashion
pain I value
noise hunger
use hope
wonder care

@ Complete the sentences below with suitable adjective from Q.


1 Rubber is a very material for making objects waterproof.
2 Cork trees are in terms of both the cork they produce and the wildlife they support.
3Grapescanbecollectedwhenitis-butnotwhenitisraining.
4 My new car is very . It uses a lot less petrol than most cars of its size.

5Grassoftencatchesfirebecausepeopleafe-andthrowawaylitcigarettes.
6 Hotels offering health and beauty treatments are the latest trend; they are becoming very

7 Apat from air and water pollution, cities can also be very usually due to
intense traffic.
8.$7henyouworkatacomputeralldayit,simportanttohavea-chairandsitinthe
correct position.
-,
9 Goats are always and can eat practically anything.
10Thecompanywasina-situation.Ithadtoclosedownandalltheemployeeslost
their jobs.

o \fork in pairs.
\With a partner choose five of the
1 Look at the adjectives in ([) that you did not use i"@.
adjectives and write a sentence for each, like the sentences ,n@,but do not write the adjective
in the sentence.
2 Give your five sentences to another pair to write the missing adjective. Complete the sentences
the other pair gives you.

@ Exchange your completed sentences for checking.

@ Oxford University Press


12.4 FUNcrtoNS FILE

Play this game with a partner. Toss a coin. Tails - move one square. Heads - move two squares.
Role-play the situations.

Offer to show a
Ask friend to drive
a
visitor where the You want to have a
you to the garage to pick
canteen is. break in a meeting.
uP your car.
Check it's OK with the
other participants.

Offer to look after a


You have to change
A colleague tells you, friend's child while they
an appointment with a
'l'm getting married'. are out.
client at short notice.
Respond.
Apologize.

A friend wants to
You need the time of
visit you this weekend. On the telephone,
the earliest flight to
Refuse politely. you dont hear a number
London.Telephone the
someone gives you.What
airport.
do you sayl

Offer to repair a
Ask a visitor to wait
You arrive late for a colleague's computer.
while you make an
meeting. Apologize to
urgent call.
your colleagues.

A client calls while


A friend invites you
you are on the phone. A visitor asks you if
to dinner this evening.
Ask a colleague to take it's OK to smoke.
Decline and give a
the call for you. Smoking is not allowed in
reason.
the office.

A friend tells you,


Say goodbye to a
'l didnt pass the exam.'
foreign visitor who is
What do you say?
returning to their
country.

@ Oxford University Press


WF1 WRITING FILE

Emails
O Match emails 1-4 with their replies A-D.

:if : rtrr, ,:,ij,:r.,,1 r:ir: 4!; gf i dsiqn"tr.u - r$Optiom - I ,,,

Dear Peter I
I'm afraid lwon't be able to give a talk next month I

as I am taking part in the training course for new


I
reps in Vienna.l hope the conference goes well for
I
you and that I can help you out another time.
i
Allthe best. i,,

Dear Alison
I'm writing to ask if you d be interested in giving a
talk at our next sales conference on the 20th of
next month? Please find attached an outline of the
conference. lf you are interested,could you let me
know asap so I can make the necessary
arrangements?
Best wishes

Tony
Sorry for the delay in replying.The usual excuse!
Here's my address,as requested. l've also added
the address of my head office, if you d like to send a
copy to them.
Allthe best.

@ Oxford University Press


WF1 WRITING FILE

Emails
@ Complete the tables with examples from the emails above.

Making requests Apologizing Arranging a meeting Thanking


/Giving bad news

() form of communication, emails often use abbreviations. Match the


Because they are a quick
abbreviation in Column A with the complete word or phrase in Column B.
A B
asap for example
BT\7 information
e.g. For your information
FYI request for information
i.e. \fith reference to
info Regards
PS request for comments
Re. as soon as possible
RFC that is to say
RFI by the way
Rgds Thanks
Tx postscript (additional information after the main message)

@ Oxford University Press


WF2 wRrrrNG FILE

Making and confirming a booking


Student A

I am going to (Rome) ...


I arrive at (3.30 p.m.) on (10 January)
lwould like to / | need to ...
Please confirm ...
I would like to book/reserve/change my booking ...
I am writing to confirm ...
With reference to your faxlemail ...

Situation 1

O You have a business trip to Rome and need a car during your stay. Using the information below,
write a fax or email to your company's usual car hire firm to make the booking. Give your fax or
email to Student B.

Car hire firm: AutoCo International


Contact: Francis Baker
ArrivalFlight: 17 October 8.30 a.m

Departure Flight: 20 October 5.1 5 p. m

Car type: 5-dool Ford or Renault


Other requirements: Arr conditioning

@ Two days before you leave for Rome, you have to change your trip. Your plan is to drive from
Rome to Milan and you want to return the car at Milan airport on 25 October, leaving at7.00
p.m. Send another fax or email to the car hire firm to change your booking and confirm the new
price. Give your fax or email to Student B.

Situation 2
o You work for a hotel, Supreme International. You receive a fax or email from Student B. Write
to confirm the booking. Give your fax or email to Student B.

@ You receive a second fax or email from Student B. Write the reply, informing Student B that you
don't have any more single rooms available on those dates but could offer a double room at a
discount. Give your fax or email to Student B.

@ Oxford University Press


WFz wRrrrNG FILE

Making and confirming a booking


Student B

lam going to (Rome) ...


I arrive at (3.30 p.m.) on (10 January)
I would like to / | need to ...

Please confirm ...


lwould like to book/reserve/change my booking ...
I am writing to confirm ...
With reference to your faxlemail ...

Situation 1

o You work for a car hire firm, AutoCo International. You receive a fax or email from Student A.
\frite to confirm the booking. Give your fax or email to Student A.
'Write
o You receive a second fax or email from Student A. a reply confirming the changes and
inform Student A there is an extra charge of 50 euros when the car is picked up and returned at
different locations. Give your fax or email to Student A.

Situation 2

You have a business trip to Berlin and need to book a hotel room. Using the information below,
write a fax or email to your company's usual hotel chain to make the booking. Give your fax or
email to Student A.
HotelChain: Supreme International
Contact: Sara Lichtenberg
Arrival: 3 June in the afternoon

Departure: 7 June in the evening

Room type: Single, en suite bathroom


Other requirements: Internet point in room

@ Two days before you leave for Berlin, your boss informs you that he wants the new Marketing
Manager to accompany you on your trip. The Marketing Manager wants the same facilities as
you. Send another fax or email to the hotel to change your booking. Give your fax or email to
Student A.

@ Oxford University Press


WF3 wRrrrNG FtLE

Letter writing
O Your comp any organizes international conferences. It has just designed a new brochure in
English and needs a French translation. You have spoken on the telephone to Jean-Jacques
Tissot, director of a translation agency that has a very good reputation but which you have never
used before. A few days later you receive this letter.

1 Complete the letter with suitable phrases/words from the boxes below. Not all the phrases
will be used.

Dear Ms Thmper,
1
regarding the translation of your new companybrochure into
French,-2mycompanywillbeab1etodothework'-3an
example of a recent translation into French carried out by my company, as you
requested.
a
send me the original brochure in English as soon as it is completed
so that we can prepare the official budget and schedule? you could
provide us with any company literature you have in French as an example for our
translators.
6 please do
, not hesitate to contact me. -s
7

Je-an'Jacq^esTissot

I am pleased to confirm that I would be grateful if


Further to our telephone conversation Ifyou have any queries
\7ith reference to I am afraid
I enclose Could you possibly
Yours sincerely Thank you for

2 You recently spoke to a new client on the telephone about organizing a conference for his/her
company. Write a letter to him/her to confirm that your company can do the job and send the
client your latest brochure. Also ask the client to send you more details on the conference and,
if possible, publicity material for previous conferences. Use some of the phrases above.

146 o WF3
WF3 wRrrrNG FrLE

Letter writing
@ Jean-Jacques Tissot is going to visit your city to act as interpreter at another conference.
1 Read his letter below. Put it in the correct order.

Dear Ms Tamper,

I would be grateful if you could either email me or leave a message at my hotel,

the Supreme International, letting me knowwhat day suits you. I will be staying at
the hotel from Sunday evening until the following Saturday morning.

I would be able to meet you any morning next week, as I am working as an


interpreter at the World Tourism Conference in the afternoons.

If you are able to meet me, I would like to discuss the possibility of giving your
company a discount on large orders, such as the brochure we translated for you
recently.

Yours sincerely,

I hope we can come to an agreement and look forward to meeting you next week.

I am writing to ask if you would be available for a meetins some time next week.

\7rite a reply. The only morning you are free is'Wednesday. Also suggest meeting for dinner
one evening.

@ Oxford University Press


MS MoNrroR sHEET

Date:

Language problems:

KEY -- -->
l|o-"thing missing word order / .tnn...rrury mistake

Useful words/ohrases:

Check the pronunciation of these words:

@ Oxford University Press


Test A UNITS 1-4 rrME LrMrr 1 HouR

A Grammar pHrr- Sfhat t (yor.r, think) of the


course?
@ Present Simple and frequency adverbs 3
(find) it very useful. I
MARCIA I
Put the words in the right order to make sentences or (learn) a lot in a short time.
questions.
PHIL How-many hours a day
(r
" i (you,
/

1 never . on they go business abroad study)


2 get they to always do early work? MARCIA Six hours a day at the school. Then there
3 late is appointments she for rarely 6 (be) social activities in the evening, so
7 (speak) English all day.
4 you usually do what leave your time office? we
pHIL t (yor.t, find) it difficult, speaking
5 visitors don't foreign meet I often
English all day?
6 he sometimes at work weekends does?
- At first yes, but then it
MARCIA e (get) a lot
7 have you when a holiday do usually? easier as I 10 (begin)
to make more
8 always on banks are Saturdays open -
progress.
1 mark per answer Total 8 1 mark per answer Total 10

@ Present Simple questions Prepositions


'$frite @
questions for these answers. Complete the sentences with the correct preposition.
'$7here
1 She lives in Paris. 1 Do you usually watch the news TV?
2 She meets lots of interesting people. 2 How often do you listen the radio?
Who
3 Do you often speak English - the phone?
3 They play tennis at weekends.
4 What do you think - the new system?
What
He finishes work at 6.30 p.m.
5 Could we meet tomorroq - midday?
'$7hen 6 Did he apologize - the mistake?
1 mark oer answer Total 6
-
5 They travel abroad once a month.
How often -
@ Present Simple, Present Continuous, and Past
6 I go to work by underground. Simple
How
Complete the conversations. Use the correct form of
1 mark 0er answer Total 6 the verb in brackets.

lrregular verbs Annette is welcoming Dean, a visitor from Chicago.


@
Write the past tense form of these verbs. A
1 become 10 growup ANNETTE Welcome to Paris, Dean.
(you, have) a good trip?
2 Wing 11 have
DEAN Yes, thanks, but the journey from the airport
3 come 12 leave 2 (take) a long time.
4 cost 13 make
ANNETTE (yo.t, come) by train?
5do 74 say '
DEAN No, I a
(get) a taxi. Maybe I
6 drive 15 spend 5 (make) the wrong decision!
7flv 16 think ANNETTE Well, sometimes it 6 (be)
8 give I / waKe quicker by train, but not always!
9go 18 write B -
1 mark oer answer Total 18 ANNETTE How long t (yon, stay) in Paris
this time? -
@ east Simple 8
oreN Just three days. Then on Friday I
Complete the conversation between two colleagues, (fly) to Barcelona. I (attend) the e
Phil and Marcia, about a language course Marcia did international sales meeting there and after that I
in London. Use the correct form of the verb in brackets. 10 (visit) some important customers in

pHIt- How long t (yor, stay) in the area. I always tt (do) that
- when I
12 (travel) abroad on business. It
London, Marcia? -
13 (give) me useful feedback on our
MARCIA For two weeks.
oroducts and ideas for new ones.

@ Oxford University Press


ANNETTE How Ia (sales. do) in Spain at HOTEL RECEPTIONIST 4
Mr HUttON iSN't
the moment? in at the moment.
15
DEAN Currentlv. sales in this market ROSA
(increase). \7e 16 (be)
very pleased HOTEL RECEPTIONIST Yes, of course.
about that because last year our sales in Spain 6
17 (not, RosA him to call me? My name's
be) very good. In fact they
18 (go down) Martinez and my number's 347721.
by about 10%. -5amessage?
ANNETTE A lot of companies 1e (have)
1 mark per answer Total 6
oroblems last year but the economic situation
20 (improve) now. -
c Vocabulary
Read the clues and complete the word puzzle.
DEAN Yes, so good news for the moment!
1 mark oer answer Total 20

B Focus on functions

@ Introductions, greetings, and goodbyes


Complete the conversations.
A
YoU Excuse me, are you Jan Anson?
1 right.
JAN
vou May I 2? I'm (Paola Morgan). How

do you do?
JAN
B
-
YoU Sue,
- like
I'd a a friend of mine,
John Kelner.
-3?
sur Pleased to meet you, Mr Kelner.
;oHN How do you do? Please 5
John.
suE Then you must call me Sue.
C
vou Hello, Jan. Nice to see you again. How
6)

Oh, fine, thanks. And you? Clues


JAN
YOU 7 1 Do you read a dalIy _ ?

2 a person you work with


D
8,
3 you get this after you pay a bill
JOHN Sue, I must go now. It was and I 4 She earns a very good in her job.
look forward to seeing you again. 5 get bigger
sun I really enjoyed meeting you, too. Have a 6 a kitchen appliance
e
back. 7 you put your clothes in this when you travel
JouN Thank you and - to you. Goodbye.
10
8 I usually meetings every day.
1 mark Der answer Total 10 9 outofwork
10 money from the government for a particular
@ Vt"Ling contact purpose
Complete the telephone conversations. 11 she speaks four languages and works as an
A
HOTEL RECEPTIONIST Hotel President. 12 Am. English word for a 'lift'
't3 He's retired. He's a
1
ROSA to James Turner, please.
2, please? 74 I have an with an important visitor at
HOTELRECEPTIONIST 10.30 today.
ROSA Rosa Martinez. 15 I've got a lot of work to do today. I'm very
-RECEPTIONIST
3
HOTEL the line, please,
Ms Martinez.I'lltry his room. 16 opposite of 'helpful'
B (Down) Ifhat is the company's annual
)
HOTEL RECEPTIONIST Hotel President.
ROSA Mr Flutton, please. 1 mark oer answer Total 16 TEST TOTAL 100

@ Oxford University Press


Test B UNITS 5-8 rrME LrMrr 1 HouR
A Grammar t) bie
7 best
@ fvlass and count nouns
8 expenslve
Are these nouns mass, count, or both?'$frite M q
(mass), C (count) or MC (mass and count). early

water wlne 10 worse


th
problem customer mark oer answer Total 10
news advice lrregular verbs
@
sport time Complete the chart.
meeting Past Past participle
hour research 1be
_ stfess _-trafhc
surtcase 2 come
_ email headache 3do
job work 4 get
luggage - coffee 5 give
-
%mark
-
per answer Total 10 6go
-
- @ some, any, a lot offlots of, much, many / tar
Complete the sentences using some, any, a lot of/lots 8 leave
of, mucb, many. 9 make
1 Could you give me information about 10 see
flights, please?
%mark per answer Total 10
2 How money do you need for travel
expenses, @ Past Simple and Present Perfect Simple
3 $7e didn't have _ - visitors last week - Complete the sentences. Use the correct form of the
only 15.'We usually have at least 50. verb in brackets.
- 4 I didn't buy alcohol at the airport 1 How long ago (you, begin) your
because the duty-free shop was closed. present job?
'Would
- 5 you like help with that 2 How many jobs (you, have) since you
translation? (leave) university?
- 6 How - hours a week do you work? 3 He _ (start) his own company four
7 They've got money. In fact they're years ago.
- probably millionaires. 4 The market for our products (grown)
8 I'm sorry, I haven't got time at all for a lot since 2003.
- meeting this week. My diary is
another 5 Sales (go down) in the last srx

- -
completely full. months.
9 There aren't jobs for young people in 6 She (spend) six months in the USA in
-
this area but the government is trying to create 2002.
some more. 7 How many English courses (you, do)
10 Unfortunately we can't give you since you (decide) to learn the
'We've
information about the new product. only -
language?
_ got a few details and some diagrams. 8 The company's profits (rise) by 3%
1 mark per answer Total 10 last year.
9 (you, made) a lot of business trips
@ Co-parative and superlative adjectives recently?
Complete the chart. 10 Prices (not increase) since last year.
Comparative Superlative 1 mark per answer Total 12
1. few -
@ vlooats
z popular
Complete these sentences with haue to or don't haue to.
3 easler
A 1 English is the company language so you
T much/many
speak English well to get a
5 enjoyable management position there.

@ @ oxford University Press TEST B I rSr


The meeting is at 11 a.m. and it's only 10.15 so JoHN OK, let's do that.
we hurry. 1 mark per answer Total 15
3 You can drive with your national licence in that
country, so you get an @ nt a restaurant
international driving licence. Bart has invited Mary to a restaurant. Use the guide
4 The Friday evening flight is always full so you below to write their conversation.
book well in advance to be sure of Bart Mary
getilng a seat.
Ask Mary what she Ask for a
Complete these sentences with should, shouldn't, would like. recommendation.
mAy, or might.
Recommend a starterl Say what you'd like.
5 It doesn't usually happen but they _ invite main dish.
you to the theatre or to a restaurant.
Ask Mary what she'd Reply.
6 Ifyou plan to stay in the country you really like to drink.
learn the language.
(Later)
7 For social events it's not usual to arrive exactly on
time but you _
Offer a dessert/coffee. Reply.
be more than fifteen
(After meal)
minutes late.
8 English is spoken in the big towns and cities but
Reply to thanks. Thank Bart for the meal.
you find nobody speaks it in small 1 mark per answer Total 10
towns and villages.
1 mark per answer Total 8
Vocabulary

B Focus- on functions
Read the clues and complete the word puzzle.

C_omplete the conversations with a suitable word or


Dnrase.

O fVlating and changing arrangements


A
NICOLE Alan, could we arrange a meeting to discuss
the project?
ALAN Yes, certainly. Sfhen 1?

NICoLE Is next Monday possible for you?


ALAN No,
NICoLE 3 Tuesday, then?
ALAN Yes, that's fine. -
NICOLE Good, so I a meeting you on
-2.
Tuesday then.
B
ALAN I'm very sorry, Nicole, but
- Could we
meeting on Tuesday. o.)

NIcoLE Yes of course. When 7)


Clues
'What
er,cN about Thursday morning? 7 opposite of 'fall'
NICOLE Yes, 8. -5the 2 speak when another person is speaking
3 system of working flexible hours
@ Inviting +i opposite of 'polite'
eNN Mark, 1
to dinner with us next
5 you carry documents, papers, etc. in this
Saturday evening? /
ueRr I'd love- to come. Ann. but
(-) modern, present-day
7 on time
ANN Oh, what a pity.- 3
the following
8 you fasten this in a car or in a plane
Saturday instead?
9 opposite of 'efficient'
ANN Yes. a. Thank you.
10 you transport your luggage in this at an airport
@ Suggestions (and your shopping at a supermarket)
;oHN lfe both need a holiday. _ 1
ro 11 opposite of 'honest'
Rome for a few days? 12 a lower price than usual
cINA Oh no, we've been there before. z. 13 noun of improve'
to a city we don't know - Prague for example. 14 event that causes damage and a lot of problems
JoHN Yes, 3.
It's a very beautiful city. 15 a type of meat
'We (Down) where you go to get information
cINA could go on Friday and return Monday
evenrng. 1 mark per answer Total 15 TEST TOTAL 100

152 a TEST B @ Oxford University Press


Test G UNITS 9-12 nME LtMtr 1 HouR

A Grammar 3 He (fax) you the information if he


(receive) it before 5 p.-.
@ lrregular verbs 4 Sales (increase) more if the company
Complete the chart. (spend) more money on advertising.
Past Past participle
-
5 If we (win) the contract, w
1 become (invest) in new machinery.
) hcoin
1 mark -
0eranswer Total 10
3 bring -
4 buy @ zna Conditional
5 drink Read the text about Brad. Complete the sentences
__ 6 cut with the correct form of the verb in brackets.
7 sell Brad earns a high salary but he works very long
8 write hours and spends a lot of time travelling. He gets
home late after his children are in bed so he only sees
%mark oer answer Total 8
them at weekends. He isn't very fit because he
sinceandfor doesn't have time to do any sport. His ambition is to
@ start his own business but to do that he needs to save
Write since or for.
a lot of money.
1999
2_ five hours
1 If Brad (work) shorter hours, he
(get) home earlier.
3_ 10 a.m.
4 afternoon
2 lf he (get) home earlier, he
(see) his children in the evenings.
5
6 he was at university
3 He (have) more time with his family
if he (spend) less time travelling.
Yrmark per answer Total 3
4 If he (do) some sport, he
-yesterday (feel) fitter.
@ Present Perfect Simple and Present Perfect
-alongtime
Continuous 5 He - (start) his own business if he
1I
- (know) her for five years.
- (have) enough money.
2 How long (you, learn) Spanish? 1 mark per answer Total 10
3 The company (produce) 35,000 cars
so far this year. @ - Present Simple, Past Simple, and
Passives:
- Present Perfect Simple
4 She (live) in New York for the last few
months. - Complete the sentences. Use the correct form of the
5 How many jobs (you, have) in the past verb in brackets.
five years? Coffee 1
ldrink; by Arabs in the 9th
2
6 How long (he, be) director of the century. At that time coffee beans
company? (boil) in water and the drink 3 (call)
7 (exports, increase) in the last two 'Arabian wine'. Sometime between the 1Oth and
a (discover) that
years ?
12th centuries it
roasting the beans first resulted in -a delicious drink.
8 How many- times (they, travel) to the
5
(grow) in more than 50
Far East? Today coffee
9 -They (work) on the project since last countries. It is the second largest export in the world
month. after oil. Over 25- million people
(employ) in the coffee industry. The two main
1 mark per answer Total 9 Colombia. About
- areBrazll and
suppliers of coffee
30% ofthe total 7 (produce) by Brazil.
@ tst Conditional -' since the 17th
Complete the sentences. Use the correct form of the
Coffee 8
ldrink; in Europe
u
century. Espresso coffee lmake) since
verb in brackets.
1822 and filter coffee since 1908.
1 I- (phone) you if I- (hear)
anything about the train strike.
Coffee 10
(grown) in the USA since the
18th century. Today Hawaii is the only American
2 If she (get) a promotion) she -
state to produce coffee commercially.
(not leave) the company.
1 mark oer answer Total 10

@ Oxford University Press


B Focus on functions @ Socialresponses
Otters and requests Write suitable responses for these statements and
@ questions.
Write the offers and requests for these situations,
and the responses to them.
1 ,c Have a good weekend.
B
1 Bob asks Rosa to lend him her car. Rosa refuses
and gives a reason.
2e Could I use your phone?
B

Rosa asks Bob to help her translate a report into


3e I failed my final exam.
B
English. Bob agrees.
4e I'm sorry I'm late. The traffic was very bad.
B
3 Rosa offers to meet Bob at the airport. He accepts.
5e Do youmind if I open the window?
A B
Bob offers to get some travel information for
Rosa. She declines. 6 e May I sit here?
B

2 marks per answer Total 8 7a Thank you for all your help.
B

@ R"ting for information 8 ,c Could you pass the bread, please?


N7rite indirect questions, beginning with the phrases B
given. 9e I've just been offered a rcally good job.
1 \fhat's the rail fare from Paris to Milan? B
Could you tell me 10 e Can I get you a coffee?
2 CanI buv mv ticket on the train? B
Do you know if 1 mark per answer Total 10
3 Do I need to make a reservation?
Can you tell me if ? @ Thanking for hospitality and saying goodbye
'Write
4 How long does the journey take? what you would say in these situations.
Could you tell me 1 On a business trip your host invited you to his
5 Is there a dinine car on the train? home for dinner one evening. What do say as you
Do you know if leave after dinner?
6 How many trains a day are there?
Can you tell me Some people you have met on holiday invited you
7 Is the service the same at the weekend? to a barbecue party on the beach. \7hat do you
I'd like to know say as you leave after the barbecue?

8 Which platform does the train leave from?


Can you tell me You're at a party with friends. It's very late and
\X/hat time is the next train? you have to go to work the next day. N7hat do you
9
saY to Your friends as vou leave?
Do you know
10 When does it arrive in Milan?
A meeting at work is running late. Your plane is
Can you tell me
Ieaving very soon. lfhat do you say as you leave
1 mark oeranswer Total 10 the meetins?

A friend has given you a lift to your English class.


What do you say as you get out of the car?

1 mark per answer Total 5

@ Oxford University Press


c Vocabulary Clues
Read the clues and complete the word puzzle. 1 period of 100 years
2 noun of 'grow'
3 head office
4 group of people who work for an organization
5 have enough money to buy
6 the natural world
7 period of 10 years
8 say what will happen in the future
9 total number of workers (two words)
10 put money into
11 opposite of 'beautiful'
12 business activity where two organizations work
together (two words)
13 noun of'destroy'
14 person who owns or manages a large industrial
company
15 increase by 300%
16 person who buys things or uses services
17 opposite of 'quiet'
(Down) situation where traffic does not move, or
moves very slowly
1 mark oer answer Total 17 TEST TOTAL 100

@ Oxford University Press


RESOURCE FILE ANSWER KEY
1.4 2.2
Student A 1 The organization is changing its sales system at
1 Australian Consulate, Vancouver. presenr.
O
z T^.,; ^. iiillior
taxt or l-.,,
^;"^^"+Luus. 2 Our receptionists usually work part-time.
3 3 hours. 3 How often do you go on holiday?
4 The wine trade and media. 4 | sometimes work at weekends.
514.00. 5 | rarely call my boss at home.
6 Visit website or telephone. 6 The factory is never closed.
Student B 7 The market is expanding very rapidly at the moment
1 1188. R Tho nraciriont nfton h:c mootinnc
2 Every year. 9 | use email every day at work.
3 Winemakers from Australia and distributors or 10 The employees negotiate their salary every year.
importers of Australian wine.
4 Over 40 different countries. 2.5
5 Enjoy the wines, typical Australian food and 1azz, 'l business 5 anatl 9 tell
attend semrnars 2 journey 6 calling 10 subsidiary
6 'Australia Offlce' 3 speak 7 global
4 consumer 8 0usy
1.6 (Down) unemployed
1

1 on time 7 means 3.1


2 arrange 8 introduce 1 What time did you have lunch today?
3 repeat Q cnonielizo 2 Were you interested in sport when you were
4 journalist 1n avn^ric younger?
5 easier 11 answer 3 My last holiday did not cost a lot of money.
6 population 12 leisure 4 Where did you go to school?
(Down) translations 5 The sales nroiect was not a SucCeSS.
2 6 Why did you leave work early yesterday?
1 American 5 Spanish 7 | wasn't born in England.
2 Japanese 6 Russian 8 Did you f ind your last job challenging?
3 German 7 Chinese 9 | didn't move to my present house until a year
4 ltalian ago.
10 Why didn't they make much progress last month?
2.1
permanent or long-term situations 3.4
The company employs over 1,000 people. 1

In Europe, most people retire at 65 or earlier. Across


We make important decisions at the annual meeting. 1 weaiher 6 attractions
routine activities
2 appointment 7 childhood
I usually take two weeks' holiday in August.
3 seat B traffic
I don't often receive letters in English.
4 hurricane t headlines
I sometimes stay at five-star hotels.
5 airlines
Down
activities happening at the time of speaking 1 climate 4 flight
He's welcoming a client at the moment. ? nraanhnr rco 5 grant
The phone is ringing. Can you answer it? 3 hobbies
The R&D Director is waiting in Reception. 2
Across: cost, told, met, thought, found, saw, knew
temporary situations or events in progress
Down: began, drank, sent, forgot, said
l'm working on the project while my boss is away.
Prinoc :ro nninn rrn
4.3
My company is having problems with its subsidiary.
1

11 2F 3F 4F 51 6F tl
156 o ANSWERS @ Oxford University rr"r, @
2 3
1 (email)Thanks, could you, See you in two weeks 4I t+'^ r^^^ ^.,^^^^;,te
lL J luJ) u^pur rJr\ and faSter.
z (letter/fax) | apologize, I am pleased to enclose, 2 Expedia, Travelocity (EasyJet).
Please contact me again, Yours sincerely 3 Buyers offer a price for flights, and the best offer
(letterfax) Following, could you please, I attach, I gets the flight.
look forward to seeing you 4 Package holidays, car hire, and hotel booking.
3
1 Dear 7.1
2 | am writing to thank you 1 | visited my family yesterday.
3 | attach 2 Srnce last year I have travelled to Japan three times.
4 Could you please let me know 3 How often have you moved house in your life?
5 please contact me again 4 When did he give his last presentationT
6 Yours sincerely 5 | haven't had a holiday so far this year.
6 How often did you take the bus to work last month?
5.1 7 I've made a lot of business trips in the last few
Mass WEEKS.
advice, butter, fun, energy, housework, information, 8 | haven't spoken English very much at work
news, nightlife, meat, money, seafood, stress, recently.
training, work I Did she start her new job last month?
Count 10 How many hours overtime have you worked this
advertisement, experience, festival, inhabitant, week so far?
invitation, meal, tradition 11 new clients last week.
| met a lot of
Mass and Count 12 How long ago did he get marled?
chocolate, coffee, fish, exercise, time, wine, yoghurt
7.2
5.2 2
2 {examples) 1 spent 7 has risen 13 /40 0

Georg drinks a lot of water. / Alex doesn't drink 23.2 835 14 tr70
much water. 3 has increased 9 did not have 15 l^
rroJ
^^ vuL
^a+

Georg doesn't eat many vegetables. / Alex eats a 4 4.1 10 has fallen 16 has been
lnf
luL n{
ul rronoiahloc
vEvgtqvlsJ. 5 has improved 11 12
Georg doesn't eat any f ruit. / Alex eats some fruit 6 10 12 has improved
every day.
3 Alex has the healthier lifestyle. 7.3
1

5.4 a pie chart c line graph


1 b table d bar chart
1 They increase employee awareness of possible 2
health problems, and also increase work satisfaction, 1c 2a 3d 4b
reduce health costs and decrease absenteeism.
2 Fmnlovees' nossible health risks and recommenda- 7.4
tions for Health & Lifestyle programmes. 1

1 increased 7ln 13 to
6.2 2 sharply Bbv 14 fall
1 briefcase 6 route 11 landing 3 fell 9 rose 15 to
2 leg room 7 passenger 12 boarding 4to 10 fall 16 increased
3 check-in desk B seat-belt 13 last call 5 dramattcally 11 to 1l to
4 luggage 9 terminal 14 turnaround 6of 12 from 'lB slightly
5 overhead 10 safety 15 trolley
(Down) Flight attendant 7.6
1 join 6 borrow
6.3 2 wages 7 community
2 3 long-term B generation
2e 3b 4a 5f 6c 4 willing 9 attendance
5 unemployment 10 opportunities

@ Oxford University Press ANSWERS


8.3 J How long have you known him?
1 4 How many companies have you visited this month?
1d 2c 3a 4b E l've been working here since 1987.11've worked
2 here since 1987.
t hold 2 SAVE 3 follow A
A +^1, ^
LONE She's been married for a long time.
3 7 How many years have you been learning English?
1 break 6fine 11 break How long has he had his present job?
2 even 7 stand 12 close q The company has made a lot of money since last
3fine 8 close 1 ? nraaanf year./The company has been making a lot of
4 suit 9 suit 14 stand money srnce last year.
5 present 1 0 even 10 How long has she been a manager in the company?

9.1 9.3
Situations which began in the past and continue 1

up to the present 1c 2a 3b 4a
She's had her job for four years. 3
The company has always been in the same family. 1 isolated 5 infant mortality rate
Our website has been on the lnternet for over a year. 2 conccntretinn 6 crops
The R&D department has been very busy recently. 3 boarding facilities l domestic market
We've invested over 10 million euros in new 4 rural 8 occurre0
companies this year. 4
The firm has been in the steel business for over a 11204 411 75
century. 2 25Vo 5 14 8 2o/o
How long has he had his own company? 372% 66 99%
5 (possible answersl
Activities which began in the past and continue
Situations which began in the past and continue
up to the present
up to the present
l've been working on this presentation all morning.
there have been a large number of changes
The company has been making clothes for over 100
Activities completed in a time from the past to
years.
the present
Our website has been attracting a lot of interest.
the percentage of children in primary schools has
Their R&D department has been developing a lot of
risen lo 72o/o
new products recently.
The government has built new secondary schools
We've been investing more in service companies
The number of children oer couole has also fallen
these last few months.
slightly
The firm has been producing steel since it was
Activities which began in the past and continue
founded.
up to the present
l've been trying to get in touch with the client all
Over the last few years, the government has been
WCEK.
concentrating on education
Activities completed in a time from the past to Health conditions have also been improving steadily
the present export crops have been increasing in importance
l've worked six hours overtime this week
Our new brochure has attracted over ten new clients 9.4
this ouarter. 1
The company has made a huge profit this year. 1 communist state 5 standard of living
The R&D department has developed a new type of 2 joint venture 6 mass medra
glass cleaner. 3 family business 7 labour force
Our investments have always been successful. 4 working conditions 8 travel industry
The firm has oroduced double the amount of steel 3
tnrs vear. 1 productton 6 Development
l've tried to rearrange the meeting but the client isn't 2 managers 7 modernization
available any other day. 3 consumption 8 industry
4 competition 9 investment
9.2 5 employment 10 economy
1 How long have you been living here?
2 He's been living in the same house for ages.

ANSWERS @ Oxford University Press


10.1 4 lf you could meet a famous person, who would
Def inite situations/actions you like to meet?
l'm sure ... will 5 What would you do if you had two months'
Likely situations/actions holiday?
I think ... will 6 lf your boss asked you to work all next weekend,
Possible situations/actions what would you say?
Maybe ... will 7 lf your English teacher gives you a lot of
U n likely situations/actions homework, willyou do it?
I don't think ... will 8 What would you do if you lost your passport on
Def initely not situations/actions holiday abroad?
l'm sure ... won't 9 lf you have time to watch TV this evening, which
programme will you watch ?
10.3 10 What changes would you make if you were
2 responsible for public transport in your city?
1 over 6 in f ront of 11 Where would you live if you could choose any
2 next to 7 above city in the world?
3 behind B beside 12 lf your company offered you shorter hours but a
4 under 9 below lower salary, would you accept?
5 on the left or right, 10 between 13 lf a f riend invites you to dinner next week, what
to the side of kind of present will you take?
14 lf you had the chance to change your appearance,
10.4 what would you change?
2 15 What would you say if someone asked you to
1 fewer look after their dog for two weeks?
2 Norway (others have negative growth) 16 What would you do if you saw someone with a
3 Germany broken-down car on a quiet road?
4 Germany 17 Will your teacher give you a present if you
5 Norway answer all these questions correctly?
18 lf you go shopping this weekend, will you buy
1 1.1 (possible answers) your food at the market or supermarketT
1 | would do more sport if I had enough time. 19 What would you do if your doctor told you to lose
2 lf I werelwas the president of the United States, I weight?
would increase spending on health care. 20 What present would you get for your boss if
3 lf you didn't study/weren't studying English, he/she retired next year?
which language would you study?
4 What will you do if you can't come to your 11.3
Fnnlish
L'
'}J"v'
r:lass next week? 1

5 | would buy a BMW if I could afford a new car. 1c 2a 3d 4e 5b


6 lf the government banned cars, what method of 2
transport would you use? 1 They consume 75o/o of the world's resources and
7 Where would you live, if you could choose any nrndrrce most of its waste.
country? 2 by 35ok
B lf I go to the cinema next week, I will see a film in 3 They are cheaper, cleaner, and more economical.
English.
9 l'll go for a walk rn the country if the weather is 11.4
good this weekend. 1

10 What changes would you introduce if you were '1 aflat 6 pedestrian crossings
the Prime Minister of your country? 2 alaxt 7 shops
? +ha niirr
v,ry
nontra
vv,,L,v 8 cuts
1 1.2 (possible answersl 4 petrol 9 a chemist's
'1 lf you arrived late for work next week, what 5 car-sharing 1 0 lifts
would your boss say? 2
2 What hobby would you take up if you had more traffic jam, light rail, cycle path, commuter belt
free time?
3 Who would you ask if you needed to borrow
some money?

@ Oxford University Press ANSWERS


1 1.5 (possible answers) WF1
Thank you for a lovely dinner. Don't mention it. 1

Sorry, l've forgotten to bring back your book. Don't 1D 2A 3B 4C


worry. 2
l'm sorry I couldn't come to the meeting. lt doesn't Starting/Opening
matter. Hi, Dear ..., Hope all is well, As agreed, Re. your last
Do you mind if I turn the heating down? No, not at emarl
alt" Closing
Do you mind if I close the door a moment? Well, l'd Cheers, Regards, Best wishes, Best regards, All the
you didn't.
rather best, Hope to hear from you soon, lf you have any
CouldI borrow your calculator? Yes, certainly. queries please do not hesitate...
CouldI use your pen? Please do. Attaching documents
Have a good holiday. Thanks, and the same to you. I attach my feedback ..., Please find attached ...,
Would you like another sandwich? Thanks, but not at Here's...
the moment. Making requests
l've had to cancel my holiday. Oh, l'm sorry to hear Can I ask you to ..., l'm writing to ask ..., Could you
that. let me know...
May I make a personalcall? Yes, of course. Apologizing/Giving bad news
l've been promoted I Congratulations! l'm afraid I won't be able to ..., Sorry for the delay in
replying
12.1 Arranging a meeting
1 How about ... ?, I can come any time up to ...
2c 3a 4b Thanking
2 Thank you very much for ..., Many thanks
1 are picked A is nroccoel 3
2 arestacked 7 ic nontrifr rnorl asap - as soon as possible
? aro nrncoqqarl 8 is extracted BTW - by the way
4 aresprayed 9 is sent u.9. - {^- ^.,^'-^t^
rur u^orrvrE
5 are crushed FYI - for your information
i a - that ie tn c:rr
12.2 info - information
1 was consumed 10 has been made PS - postscript
2 was introduced 11 was created Re. - with reference to
3 were brought 12 has been manufactured RFC - reorrest for nomments
4 was kept 13 was arrested RFI - request for information
5 was not discovered 14 is produced Rgds - Regards
6 was opened 15 are imported Tx - Thanks
7 was drunk 16 is bought
B has been eaten 17 are made WF3
Q rlrora nrndrrnorl 1B are consumed 1

1 Further to our telephone conversation


12.3 ? | am nleaqed to r:onfirm that
1 3 | enclose
commercial ; comfortable; economical ; powerf u ; | 4 Could you possibly
harmful/harmless; painful/painless; noisy; 5 | worrld he orateful if
useful/useless; wonderful; cloudy; profitable; 6 Should you have any queries
industrial; political; fashionable; valuable; hungry; 7 Yours sincerely
hopef ul/hopeless; ca ref ul/careless 2
12 1 f,b,c,a,e,d
1 useful 6 fashionable
2 valuable 7 noisy
3 cloudy B comfortable
4 economical t hungry
5 careless 1n hnnolaqq

ANSWERS @ Oxford University Press


TESTS ANSWER KEY

Test A B1
{possible answers)
A1 A
1 They never go abroad on business. 1 That's 2 introduce myself 3 How do you do
2 Do they always get to work early? B
? Qha iq I e' vr y l:to fnr annnintrnantq
,u r:rolrr 4 you to meet 5 call me
4 What time do you usually leave your off ice? c
5 | don't often meet foreign visitors. 6 are you
6 Does he sometimes work at weekends? 7 Very well, thanks/Fine, thanks/Not too bad,
7 When do you usually have a holiday? thanks
8 Banks are always open on Saturdays. D
8 very nice meeting you
A2 9 good trip/journeyflight
1 Where does she live? 10 the same
2 Who does she meet?
3 What do they play at weekends? B2
4 When does he finish work? (possible answers)
5 How often do they travel abroad? A
6 How do you go to work? 1 Could I speak 2 Who's calling 3 Hold
B
A3 4 l'm afraid
1 became 7 lew
f 13 made 5 Could you take/Could I leave
2 brought I gave 14 said 6 Could you ask
3 came 9 went 15 spent c
4 cost 10 grew up 16 thought 1 newspaper 9 unemployed
5 did 11 had 1l woke )
a anllaant ta
vv,,vvyuv 10 grant
6 drove 12 left 18 wrote 3 receipt 11 interpreter
4 salary 12 elevator
A4 5 expand 1? nancinnor
yv,,v,v,,vl

1 did you stay 6 were 6 dishwasher 14 appointment


2 did you think 7 spoke 7 suitcase busy 1 5
3 found B did you find B attend unhelpful16
4 learned/learnt 9 got (Down) worldwide revenue
5 did you study 1 0 began
Test B
A5
tonJ on Sat A1
2to 4 of 6 for water M wine M C
problem C customer C
A6 news M advice M
A sport M C time M C
1 did you have 3 Did you come 5 made moofinn C traffic M
2 took 4 got 6's hour C research M
B StresS M suitcase C
7 staying 14 are sales doing
are you emailC headache C
I flying
'm 15 are increasing job C work M
I 'm attending '16 are luggage M coffee M C
10 'm visiting 1l weren't
11 do 18 went down
12 travel t had 1

gives 20 is improving

@ Oxford University Press ANSWERS


A2 B2
'l some 6 many (possible answersl
2 much 7 alol ofllots of 1 would you like to come
3 many 8 any 2 l'm afraid lcan't
4 any 9 many 3 How about
6 cnma/enrr 10 much 4 l'd love to/l'd enjoy that

A3 B3
1 fewer, fewest (possible answersl
o
L
*^-^
tttut u ^^^,,l^-
pupurdr, il ruJr, ^^^,,1^-
-^^+ vuPurdl 1 How about going/Why don't we go
o
v ^^^.,
vuuI, ^^^;^^+ 2 | suggest we go/We could go
4 more, most 3 let's do that/that's a good idea
5 more enjoyable, most enjoyable
A
v hinnar
v,vvv,l hinnacf B4
7 good, better (possible answersl
8 more expensive, most expensive BARr What would you like?
9 earlier, earliest vnnv Whatdoyou recommend?
10 bad, worst BARr The ... (beefl is usually excellent here.
MAFY OK, l'll have the ... (beefl
A4 BARr What would you like to drrnk?
1 was/were, been 6 went, gone/been MARY A glass of ... (red wne), please.
2 came, come 7 fell, fallen (Latel
3 did, done 8 left, left BARI Would you like ... (a desert/some coffeel?
4 got, got 9 maOe, maoe MARY Yes. That would be very nice.
5 gave, given 10 SAW, SEEN (After meal)
vnnv Thank you for a lovely meal.
A5 BARI l'm glad you enjoyed it.
1 did you begin 6 spent
2 harte vor rhad left 1 have you done, decided c
3 started 8 rose i rise 9 rneff icient
4 has grown 9 Have you made 2 interrupt 10 trolley
6 harro nnno
vv,,v
dnrnrq
vvvvl 10 have not increased 3 flexrtime 11 dishonest
4 impolite 12 discount
A6 5 briefcase 13 improvement
t have to 5 might/may 6 contemporary 14 disaster
2 don't have to 6 should 7 punctual 15 pork
3 don't have to 1 shouldn't 8 seat-belt
4 have to 8 maY/might (Down) information desk

B1
(possible answers) Test C
A
1 would be convenient for you/could we meet/are A1
you f ree/would suit you 1 became, become 5 drank, drunk
2 I'm af rard l'm busy then/l've got another o
a !r^^^^ t\^^,,^
wvvot r, uEvur I 6 cut, cut
apporntment then ? hrnr rnht hrnr rnht 7 sold, sold
How about
A vvuv,,rr
T h'nr rnhf vvuv,,r
hnr rnhf 8 wrote, written
4 look forward to
B A2
5 l'm af raid I can't manage/l have to cancel 1 since 3 SINCE 5 for
6 arrange another trme 2for 4 since 6 since
7 would suit you
I that's fine

ANSWERS @ Oxford University Press


A3 B2
t have known 1 Could you tell me what the rail fare f rom Paris to
2 have you been learning Milan is?
? h:q nrndrrnorl 2 Do you know if I can buy a ticket on the train?
4 has been living 3 Can you tell me if I need to make a reservation?
5 have you had 4 Could you tell me how long the journey takes?
6 has he been 5 Do know if there's a dining car on the train?
7 Have exports increased 6 Can you tell me how many trains there are a day?
8 have they travelled 7 I'd like to know if the service is the same at the
t have been working weeKeno.
8 Can you tell me which platform the train leaves
A4 from?
1 'll phone, hear 9 Do you know what time the next train is?
z
o ^^+^ ,.,^^'+
gers, won t l^^.,,
teave 10 Can you tell me what time it arrives in Milan?
3 'll fax, receives
4 will increase, spends B3
5 win, 'll invest (possible answersl
1 Thanks. You too. 6 Please do.
A5 2 Yes, of course. 7 You're welcome.
1 worked, would/'d get 3 I'm sorry to hear that R Vac horo rrnr r aro
) nal rrrnr rld/'d eoo
Yvvv,s/ v vvv 4 Never mind. 9 Congratulations I

3 would/'d have spent 5 No, not at all. 1 0 Thanks.


4 did, would/'d feel
5 would/'d start, had B4
{possible answers)
A6 i Thank you very much for your hospitality. I really
1 was drunk 6 are employed ennraniatod if
2 wereboiled 7 is produced 2 Thank you or inviting me. l've had a wonderful
3 was called 8 has been drunk time.
4 was discovered t has been made 3 | must go now.
5 is grown 10 has been grown 4 | must be off . I look forward to seeing you again.
5 Thanks a lot. See you soon.
B1
(possible answers) c
1 Could you lend me your car? 1 century 10 invest
l'm afraid not. I need it. 2 growth 11 ugly
2 Do you think you could help me translate this 3 headquarters 12 joint venture
report? 4 staff 13 destruction
Yes. Certainly. 5 afford 14 industrialist
3 Would you like me to meet you at the airport? 6 environment 15 triple
Thank you. l'd appreciate that. 7 decade 16 consumer
4 Do you want me to get you some travel 8 forecast 17 noisy
information ? 9 labour force
Thanks hr rt nlease don't bother. (Down) traffic congestion

@ Oxford University Press ANSWERS


Listen ing scripts
Unit 1 course, but I often travel in Europe English, although we expect that
and I come to Paris regularly, usually percentage to decrease as the number
r.t (^il for work. Sometimes I come to visit ofpeople using the lnternet increases.
R=Roberto, J=James, M=Monique my parents. They live near Dijon. I How many people in the European
Dialogue 1 So, why do you need a translation Union speak English?
J Roberto! Good to see you again. agency? L Well, including the population of the
How are things? J Well, to help with interviews for my UK and Ireland, who speak it as a
R Oh, hello, James. Fine, thanks - very book about Italian wines. first language, at present about half
busy - lots of work, lots of travelling M Oh, really? How interesting. rWe the population of the EU - the
as always. Can I introduce a good have a lot to discuss! European Union - speaks English,
friend of mine, Monique Bresson? J Yes, we do. Do you have time for so it's quite a high number, but as
Monique, this is James Turner. dinner? The restaurant here is more countries join, this number
M Howdoyoudo? excellent. will go down. But 697o of the people
J Howdoyoudo? M Thankyouverymuch. in the EU who don't speak English
as a first language think it's the most
Dialogue 2
1.3 (fr) important language to learn.
J Are you an importer? a Do you speak ltalian? I And are there any figures for the
M No, a translator. I'm here with the b \fhich languages do you speak? number of people in the world who
Vinexpo translation service. I'm
are learning English at present?
wirh a group of ltalian wine 1.4 (fr)
producers who don't speak French. L Again, it's not possible to know the
1 Do you travel a lot? exact number but the estimated
R Monique is a genius, James. She 2 How often do you come here?
speaks five languages fluently.
number is over two billion.
3 Do you speak French?
J Really? Which ones?
4 How often do you go to Italy? 1.7 ('])
M Spanish, Italian, and Hungarian,
5 Do you work here every year? Dialogue 1
and of course French and English.
'What 6 \Xiho do you meet here? T=Tony, M=Monique
do you do?
7 \)fhere does he live? T Excuse me, are you Ms Bresson?
J I'm
'!7e
a wine consultant, like Roberto.
8 Does James speak Italian? M Yes, that's right.
both write about wine. I'm a 9
journalist wrth-Wine (v Dine
lfhatdoesRobertodo? T May I introduce myself? I'm Tony
10 Which languages does Monique 'Sfhite.
How do you do?
magaztne.
speak? M Howdoyoudo,Mr'White?
Dialogue 3
1.5 6]) Dialogue 2
J Actually, I have a job for someone J=Jeanne, R=Roberto
who speaks English and Itaiian. Are The world's ten most important
you free later to discuss it? languages are: first, Mandarin Chinese, J Roberto! Nice to see you again.
How are you?
M I'm not sure at the moment. I'm whrch726 million people speak as a first
R Hello, Jeanne. Fine, thanks. How
afraidl already have several language; second, English, with 377
million speakers; third, Spanish, with are you? How's the family?
appointments today. Perhaps this
evening? How about seven o'clock 266 mlllion; fourth, Hindi, with 182 J Oh, very well, thank you, Roberto.
in the main bar? million; fifth, Arabic, with 181 million; Dialogue 3
J Fine. then sixth, Portuguese, which has 165 R=Roberto, l=luigi, J=James
million; seventh, Bengali, with 162 R James, I'd like to introduce you to
r.2 6j) million; eighth, Russian, with 158 Luigi Bastini. He represents some
M=Monique, J=James million; then ninth, Japanese, which has growers in the Chianti area of ltaly
J Ah, Monique. 124 million; and tenth, German, with here at Vinexpo. Luigi, this is a
M Sorry I'm late. 121 million. journalist friend of mine, James
J That's OK. A glass of champagne? Turner.
M Thank you. So, what does a wine 1.6 f) L Pleased to meet you, Mr Turner.
journalist do? I=Interviewer, L=Language expert J How do you do? Please call me
J Well, I go to the wine regions and I I Do we know how many people in James.
interview people in the business to the world speak English as a second L Then you must call me Luigi.
get information for my articles. I or foreign language?
travel to Italy two or three times a L Well, we don't know the exact 1.s (D
yeaf. number of course but we know the M=Monique, J=James
M Do you enjoy your job? approximate number, and that's J Monique, I must go now. It was
J Oh, yes, I really love my work, more than 1.1 billion. very nice meeting you, and I look
especially the travelling. I meet so I And today I imagine it's the main forward to seeing you in London
many interesting people. language used on the Internet? next month.
M I enjoy travelling, too ... L Yes, that's certainly the case at the M I really enjoyed meeting you. too.
J Yes, I see from your business card moment. Over three quarters of the James. Have a good trip back.
that your translation agency has information on the Internet is in J Thank you, and the same to you.
offices in Paris, London, and Rome. Engiish and, 80Yo of the people who Bye.
M Yes, that's right. I live in London, of use the Internet communicate in M Bye. See you soon.

164 a LTSTENTNG SCRTPTS


Unit 2 Electrolux Japan, because he's 2.5 cr)
First, I'd like to welcome you all to
Swedish.
z.r 6) I And he doesn't speak Japanese? Electrolux, and give you a brief
Extract 1 K No, and our company language is introduction to the company before we
I=Interviewer, JM=Jos6 Manuel English! begin our tour. As you know, Electrolux
I Jos6 Manuel, you're from Portugal is a Swedish company with its head
but you live and work in Spain? 2.2 6l office here in Stockholm. Now I expect
JM Yes, that's right. I'm the Operations Extract 1 when you hear the name 'Electrolux'you
Director in Unilever's Food Division, I=Interviewer, JM=Jos6 Manuel probably think of a refrigerator - or a
and I live and work in Barcelona. I Jos6 Manuel, are any things fridge as we usually call it - or maybe a
I Do you need to speak good English, changing in Unileveq Spain at the vacuum cleaner, and in fact these were
working for a big international moment? Are there any new the company's first two products.
company like Unilever? developments? Electrolux started as a company rn l92I
\es, English is the company JM Yes, in fact there's a very big change.
JM 'We're changing our distribution
when it produced the world's first
language so I use it every day for vacuum cleaner. Four years later, in
emails and phone calls, and all system, from the present system of 1925, it produced its first refrigerator,
international meetings are in three disrribution cenlres to.iust one and these are still two of its best-known
English. big centre. So right now I'm having products. But today the company is very
I How often do you go to a lot of meetings with consultants,
different from what it was in 1 921 .
international meetings? to find the best system to use in the \fhat you perhaps don't know is that it
JM I go to our head office in the new centre. It's a lot of work, and now owns many well-known consumer
Netherlands twice a year, and I it's very important I make the right brands, including AEG, Zanussi,
sometimes have meetings in other decision! Frigidaire, Flymo, and Husqvarna and
countries in Europe too. But most of Extr^ct2 Partner, and this makes it the world's
my meetings are in Spain, with I=Interviewer, G=Genevidve Iargest producer of powered appliances
Spanish people, so I don't have to I Genevidve, are any changes taking for kitchen, cleaning, and outdoor use.
speak English then! place in your company, or your job? Today it employs 8l,97L people and sells
Extr^ct2 G Well, T6l6images is expanding very its products in more than 150 countries.
l=Interviewer, G=Genevieve quickly, so that means I'm making Its worldwide turnover in 2002 was
I GeneviEve, you work for a TV new contacts and working with 1"4,552 million euros.
production company in Paris called more people in my job. And in
It has two global divisions, called
T6l6images. Do you need English in France right now the number of TV
Consumer Durables and Professional
your job? channels is increasing. My company
Products. Seventy-five per cent ofthe
G Yes, every day. We have a lot of wants to buy a TV channel so we're
company's sales comes from the
foreign visitors in our office and we working hard in order to be
Consumer Durables Division. This
usually communicate in English, successful.'We're hoping to get the
division includes the appliances we have
and I make lots of phone calls in news soon that T6l6images has got
in our homes, for example cookers,
English because I contact people in its own TV channel.
vacuum cleaners, and washing machines.
different countries to arrange Extract 3 Professional Products includes much
meetings and so on. And I use I=Interviewer, K=Kensuke larger appliances, for example food
English for emails, too. I Kensuke, there are problems in the service equipment for hotels and
I Do you have any problems speaking economy at present. Are companies restaurants and outdoor products for the
English on the phone? like Electrolux having problems, garden.
G Sometimes, with some nationalities. too?
Right, that's all I'11 say about the
I find Japanese and Americans more K Yes, most companies are having
company for the moment. I hope that
difficult to understand. But I think problems. ln my division.
gives you a general idea to start with. I'11
my English is improving because it's Electrolux Professional Products,
be happy to answer any questions, then
getting easier! sales are decreasing, but the
we'll begin our tour ...
Extract 3 Consumer Products Division isn't
I=Interviewer, K=Kensuke having this problem, in fact sales are
2.6 (a
I Kensuke, as Sales Manager, going up a little there. But I expect
R=Receptionist, J=James
Professional Products, for an improvement in my division in
two to three years . ..
R Good morning. Bresson Translation
Electrolux in Tokyo, do you travel a Services.
lot for work?
K Yes, I travel a lot in Japan. for 2.3 6) J Oh, hello. Could I speak to
1 a Do you work in Paris? Monique Bresson, please?
meetings with managers and
b Yes, I do. R lfho's calling, please?
salesmen, and to visit our most This is James Turner from-Wine (v
important retailers to negoriate 2 a Does she live in Madrid? J
b Yes, she does. Dine magaz\ne.
sales. And I go to Sweden, two or
R Hold the line, please, Mr Turner ...
three times a year. I'm sorry, she's in a meeting. Can I
I To your company's head office?
2.4 6l
K Yes. I usually stay there for about a
1 !flhere do they live? take a message?

week.
2 Does she speak English? J Yes. Could you ask her to call me?
3 Yes, she does. My number is 020 7331 8582.
I And you have to speak English then? R 733t 8582. Thank you. I'll give her
K Yes. I also speak English inJapan, in
4 What time do we arrive?
5 Do you often travel abroad? your message.
meetings with the President of
6 Yes, I do. J Thankyou. Goodbye.

LrsrENtNG SCRTPTS I rOS


2] Gl I And where did you get the money plane ran out of fuel. Her flight was a
R=Receptionist, J=James, M=Monique from? personal chailenge, but it also raised
R Bresson Translation Services. T Half of it, forty-three million d150,000 for a charity which gives
J Can I speak to Monique Bresson, pounds, came from the Millennium disabled people the chance to learn how
please ? Commission - that was the to fly.
R !7ho's calling, please? organization that gave money to
J It's James Turner. special projects to celebrate the year 3.5 (a
R Hold the line, Mr Turner. (phone 2000. The problem was that we R=Receptionist, J=James
rlzgs) Monique? needed to find the same amount, R Good afternoon, can I help you?
M Speaking. another forty-three million, J Good afternoon. My name's James
R I have James Turner for you ... ourselves, before they gave us the Turner. I have an appointment with
money. .Wayne
Brown.
2.s (D I Did you find it? R Oh, yes, Mr Turner. Mr Brown is
R=Receptionist, J=James T Yes, we did. But it wasn't easy. And expecting you. Please take a seat
R Good afternoon. Bresson the weather certainly didn't help us. and I'11 tell him you're here. . ..
Translation Services. '!7hen
work began in 1998 it rained Mr Brown, I have Mr Turner in
J Good afternoon. This is James every day for a hundred days. The reception for you ... OK.
Turner speaking. Is Ms Bresson workers didn't make any progress Mr Turner, Mr Brown will be with
there, please? for three months. That gave us a lot you in a moment.
R I'm afraid she's in Paris this of problems. We thought it was the
afternoon. Can I give her a end of our great idea. 3.6 ('])
message? I A million people visited Eden in the \d/='ffayns, J=James
J E ... yes. Could you tell her that the first year. Did you expect so many W Hello, James! \Telcome to
meeting with Mr Michelmore is on visitors ? Californial It's good to meet you.
'Wednesday
at eleven o'clock? T No, we didn't. It was the best thing J It's good to be here at last.
R Could you spell that, please? .L^. t-^^^--^l W Did you have any problems finding
J Yes.It'sM-I-C-H-E-L-M-O-R-E. I The Eden Project was a huge us?
And could you ask her to call him? challenge. How did you do it? J No.Jack Michelmore gave me
His number rs 020 7623 4459. T \7e did it because we had a directions in London last week.
R Yes, Mr Turner. I'll give her your wonderful team of people.
'We
all I got a taxi here.
message. had the same vision. We believed in W Good. How was your flight?
J Thankyou. the idea of Eden and worked J There was a short delay in London,
incredibly hard to make it a success. but the flight was fine. Fortunately,
I Do you have plans for the future? I slept on the plane, so I'm not very
T Oh, certainly - exciting plans, but tired.
Unit 3 that's the topic of another W Glad to hear it. You've got a busy
interview... programme ahead. Let's discuss it
3.1 f) over lunch. I booked a table for one-
I=Interviewer, T=Tim Smit 3.2 (? thirty. Do you like Mexican food?
I Tim, in 1998 Eden was just hoie in
a a iived
the ground, but today it's a great b helped 3.7 6])
success story and one of the UK's c visited \d/=\d/ayns, J=James
top visitor attractions. rJfhere did the W \fhere did your career in the wine
idea of the Eden Project come from? 3.3 6) business begin?
T One evening I was in a pub with a arrived J Right here, actually. I came to San
friend, an architect from Cornwall started Francisco when I was a student.
called Jonathan Ball. Iife had a worked That was when I discovered
discussion about Cornwall and its wanted Californian wines.
problems. \7e wanted to bring more rained \X/ Vhen was that?
visitors to the area and create more increased J Nearly fifteen years ago.
iobs. At that time there was a lot in expected w Did you work in California?
the newspapers and on TV about watched No. I returned to Europe, and I got
J
the Amazonian rainforest, and we received a job with a wine merchant. Later,
thought why not build the biggest needed I wrote an article for a wine
greenhouse in the world and put a magazine. That's how it all began!
rainforest inside it! 3.4 cr) How did you get into the wine
I And three years later you and YesterdaS a 57-year-old mother of three business ?

Jonathan Ball founded the Eden became the first woman to {ly solo w Well, actually, I'm a lawyer. But I
Project? around the world in a small one-engine grew up in Napa Valley. and my
T Amazingln yes. And the idea aeroplane. Polly Vacher, a music teacher, uncle owns a winery there.
became a reality. arrived back at Birmingham Airport L24 Really? How big is it?
J
I \7hat was your biggest challenge in days after she left the same airport on the w Its production is quite small, but the
creating Eden? 1,2'h olJawary. On the 46,670-kilometre
wines are excellent. Anyway, when
T Oh, there were lots. Money, for journey she flew over deserts and oceans
I finished university my uncle asked
example. and survived tropical thunderstorms, me to work for him. I look after his
I How much did the project cost? engine problems. and a frightening business affairs.
T Eighty-six million pounds. experience over the Pacific when her

166 o LTSTENTNG SCRTPTS


Unit 4 How much time are we going to S Well, thanks very much for the
information. I need to check on the
spend on the videos and online
r.t 6it courses ? dates with the managers and I'll get
J=Jan, M=Mark I think we need about three hours, back to you to make the booking ...
J Hello. so say from 9.00 until about 12.15,
M Hi, Jan, it's Mark. I'm phoning to which will give us time for a coffee 4.6 (D
give you the final details for the break in the middle. Then that R=Receptionist, J=James
seminar in Prague next weekend leaves fifteen minutes to bring R Hotel Leon d'Oro. Buongiorno.
and to tell you which sessions we're everything to a conclusion and J Buongiorno.Do you speak English?
doing. finish at 12.30. After that we can R Yes.How can I help you?
J Right. talk to people individually about J My name is James Turner. Last
M You're not doing anything on their company's needs and discuss week I booked a room from the 3rd
Saturday morning. I'm giving the what training we can do for them . .. to the 6th of April ... um, you
first presentation, from 9.00 to confirmed the reservation by email.
10.45. Then after the coffee break 4.3 (fi) R Oh, yes, Mr Turner. I remember.
Vana's talking about cultural a rWho are you writing to? J I'd like to book a single room, for a
differences from 11.00 to 12.45. b Are you writing to Mark? colleague, for the 4th of April.
\7e're having lunch from 1.00 to R Let me see. Oh, I'm very sorrn Mr
2.00 and your first session is after 4.4 m Turner, but we're fully booked on
lunch. You're giving a presentation 1 Is he going to Japan? the 4th of April, because of Vinitaly.
on intercultural communication. I 2 He's going to change his yob. J Oh, what a pity.
hope that's OK? 3 \7hich country is he traveiling to? R You could try the Hotel Europa.
Yes, that's fine. How much time do I 4 Are they coming to see us? J Yes, I'll do that. Thank you for your
'Which
have? 5 companies is he writing to? heip. Goodbye.
6 'Vfhere are you going to stay?
From 2.00 to 3.30. As you can see R We look forward to seeing you on
from the programme, we're having 7 \7hich airport are you flying to? the 3rd of April, Mr Turner.
three sessions in the afternoon. Goodbye.
OK. Is Vana doing the workshop on
4.5 6;)
working with multicultural teams?
R=Receptionist, S=Secretary 4.7 (')
Yes. Then I'm giving the talk about
R Good morning. Meridiana Hotel. J=James, R=Receptionist
body language.
How can I help you? J Good evening. My name is Turner. I
'What Oh, hello. I'm looking for a suitable have a reservation.
J times are those sessions?
'M Vana's workshop is from 4.00 to
hotel for a group of managers and I R Yes, a single room for four nights?
wanted to check what facilities your J Yes, that's right.
5.30 and my session is from 5.30 to
6.30.
hotel offers. Do you have a R Could you fill in this form, please,
restaurant and a bar? and sign here? Thank you. Here's
Right. What are we doing in the
Yes. \7e have a restaurant and a your key. Your room is on the first
evening?
'We're cocktail bar on the top floor with floor. The porter will take your
meeting in the hotel bar for
lovely views over the city, and luggage.
drinks at 7.00 and then going to a
there's another bar and a lounge on J Thank you. Oh, could I have an
restaurant for dinner.
the ground floor. early morning call, at 6.30?
Good. So that's everything for
Saturday?
S Oh, good.'What about parking? R Yes, certainly. Do you need
R The hotel has its own car park. We anything else?
Yes, I think that's everything.
also have a fitness room and a J No, that's all, thank you.
sauna, and a business centre which
4.2 cl provides fax, Internet, and 4.8 6)
f',{=\.{21ft, J=Jan
M OK, 1et's move on to Sunday now. I photocopying services. J=James, R=Receptionist
didn't send you any information Right. Are there connections for J Could I have my bill, please? Can I
PCs in the guest rooms? pay by credit card?
because we're not going to have a
fixed programme on Sunday. The Yes, all guest rooms have computer R Yes, that's fine.

activities are going to be more and fax points, and of course multi- J Good.
informal and practical, and give line phones and sateliite TV. R I hope you enjoyed your stayhere.
everyone the chance to find out S OK. And air-conditioning? J Oh, yes, very much. And I'm sure
R Yes, all rooms are air-conditioned. I'11 be back here for Vnitaly next
about our training materials and
ask us lots of questions. S And are there tea- and coffee- April.
Are we going to demonstrate any of making facilities in the rooms? R We'll be delighted to see you again,
J No, but all rooms have a minibar, Mr Turner. Goodbye. and have a
our materials?
and we offer 24-hour room service. good flight back.
M Yes.'We're going to show our
training videos and our online Right. \7e11, I think you have J Thank you. Goodbye.
courses, and give people the chance everything we need. Oh, oh, just a
to learn how they can use them in couple more things - do the guest
their companies. They can choose rooms have hairdryers and safes?
what they want to watch, and how They have hairdryers, but not safes.
long to spend on each one, and ask Guests can leave money and
us questions about them. valuables in the hotel safe at
reception.

Lf srENtNG SCRTPTS o rct


| | 'r r
unrt 5 good that Slow Cities promise to keep Unit 6
town squares for people and not use
5.1 6) them as car parks. And of course that 6.1 fi)
a coffee they improve lots of other things so the I=Interviewer, C=Travel industry
h rhem.ro.e quality of life really is better for the consultant
people who live there. I I'd like to ask you about no-frills
airlines. More people are flying with
1.,
1
il""'
vegetable
5.5 (D them and fewer people are flying
with the traditional airlines, which
W=Waiter, M=Monique, J=James
2 problem W Good evening. are of course usualiy a lot more
3 alcohol M Good evening. I booked a table for expensive. How can airlines iike
4 research two. The name is Bresson. Ryanair and easyJet offer such
5 sandwich W Oh, yes, madam. Your table is over cheap fares?
6 advice here. C They can do it by having much lower
costs than the traditional airlines and
5.3 (fr) J This is a wonderful surprise.
Monique. How did you know it was saving money in different ways. First,
1 butter
lrr/ L;-+Ll^-,) they sell directly to the customer,
2 -,, urr tlud / :
holiday
M Oh, that's a secret. Anyway, I would either online - that's on the Internet -
3 colleague
like to discuss the trip to Hungary or by phone. Their biggest number of
4 weekend
with you, but let's order first. sales is online and because that's the
5 headache
M-. It's a difficult choice. What do least expensive way of selling, they
6 energy
J
you recommend? save money. Second, they don't use

5.4 (') M Well, the meat is usually excellent tickets. Passengers just get a
here. Let's see . .. I recommend the reference number, then a letter which
Speaker 1
beef or the lamb cutlets. they show when they check in.
For me one of the great pleasures of
travelling to another country or to
W Are you ready to order? So it's a much easier way of booking

another part of your own country is


M James? a flight?
J Yes, I'll have the duck and red Exactly. And this means they can
eating different food - discovering local
cabbage as starter, and then beef employ fewer people because there's
dishes and specialities that are
with red wine and onrons. much less paperwork. A third way
completely new to you. That's why I
think Slow Food is important. I don't M And I'd like cold cucumber soup they save money is by not serving
with prawns, and lamb cutlets with meals on the flight.
want to find the same food everywhere I \ffhat about flight attendants? Do
roast potatoes and courgettes.
go, but that's what fast food is doing to
us. I want to stop that.
W Certainly, madam. And what would they have as many flight attendants
you like to drink? as on traditional airlines?
Speaker 2 M Youchoose. C No they don't, so again that's
Some people say Slow Food is only for J OK. A bottle of Beaujolais, please. another way of cutting costs.
people who have lots of money to buy But passengers can buy drinks and
the best food and wine, and have lots of 5.6 Cil sandwiches on the plane?
time to sit, eat, drink, and talk. But Slow M=Monique, J=James C Yes, so they make a little money
Food can be simple and inexpensive. M This wine is very good, isn't it? Do from that. Another way they cut
'!7hat's have some more. costs is by having just one type of
important is that it's fresh, that it
tastes good, and that it's healthy and J Mm.Yes, it's very good. And the aircraft, which is a lot cheaper than
good for you. And of course that you beef is excellent. having di fferent types of aircraft,
don't eat it fast! M Good, I'm pleased you like it. Now, and they use them in a more efficient
how about a dessert? way. Their turnaround time - that's
Speaker 3 J l'- sure they're all wonderful, the time between when the aircraft
There's a saying, 'families that eat Monique. Thank you, but I couldn't lands at an airport and takes off
together stay together'. I think it's true. eat any more. again - is only thirty minutes, so
But in a lot of families that doesn't M Are you sure?'Would you like some that's another way they save money.
happen any more. A meal is something coffee, then? Do they use the big airports, like
you buy, ready to eat, from the J Yes. That would be very nice. Heathrow, those nearest to the city
supermarket. All you do is put it in the M Now, about the trip to Hungary . .. centres ?

microwave for two minutes and eat it in C No. when they fly to a big city it's
five minutes in front of the TV. Or if 5.7 6il normally not to the main airport
you're not at home, you can eat your M=Monique, J=James nearest to the city centre but the one
food walking along the street. I don't J Thank you for a lovely evening, that's farthest away.
think that's the way to live. Things were Monique. I So you get the cheapest fare but you
much better in the past. M I'm glad you enjoyed it, James. have the longest journey to the city
Speaker 4 J Now... when's yourbtrthday? centre ?

C Yes, that'scertainly one


A lot of our towns and cities have
disadvantage, but then smaller
squares in the centre, and they're great
airports are usually not as busy as
places to sit and eat, have a drink, and
the big ones and less crowded so
meet friends. But in many towns the
getting your luggage is often quicker.
main square isn't for people at all - it's
just a big car park. That's why I think it's

168 o LTSTENTNG SCRTPTS


6.2 6) 6.6 6-) 6.7 (fr)
a iot cheaper I=Interviewer, E=Tourist guide (Erica) R=Receptionist, M=Monique,
b quicker than I Erica, both the Mus6e d'Orsay and D=Duncan
c the most popular Tate Modern are very different from R Monique, I have a Mr Duncan Ross
d as busy as other famous modern art museums on the line.
because they weren't originally M Oh, yes, put him through. . .. Hello,
6.3 6l designed as museums. What do Mr Ross.
1 easier than people think of them? D Hello.
2 ahrgher fare E Vell, some people like them and M Thank you for your letter. I'd be
3 the same as others don't. Most people find the very interested to meet you and
4 much quicker than exterior of the Mus6e d'Orsay a lot discuss the new project .. .

5 not as cheap as more attractive because it was a D That's very good news. Oh, please
hotel. Tate Modern is an industrial call me Duncan, by the way.'Vfhen
6.4 Cil building and some people think the would be convenient for you?
Speaker
.What
1 exterior is very ugly. They think a M Let me see ... I'm rather busy this
methods of travel do I use, and modern art museum should be week. Is next week possible for you?
why? Well, when I make business trips I beautiful like the Guggenheim I'm free on Friday .. . or Tuesday, if
always travel by plane because it's faster. Museum in Biibao, for example. you prefer?
For holidays I go either by plane or car. I Other people think Tate Modern is D Yes, Tuesday suits me fine. Shall we
prefer going by car because you're more a perfect place to show modern art say lunch on Tuesday, then?
independent, but for longer distances because you need a lot of space, and M lfhat time would
Yes, that's fine.
flying is of course quicker. To get to work Tate Modern has an enormous suit you?
every day I travel by train and then amount of space. D How about one thirty at the
underground. I never go anywhere by I Yes, you when you go in you're in Riverside Restaurant?
bus. I use my car to go out in the this enormous hall. There aren't M Oh, that'll be very ntce.
evenings, and at weekends in the many museums with an entrance D Good. Well, I look forward to
summer I get my bike out and go cycling. hall of that size. meeting you again.
Speaker 2 E No, in fact that hall is 200 metres M It'll be very nice to see you again.
I travel by plane only for holidays - I long - as big as a square in the too. Goodbye.
don't travel in my job. And for shorter middle of a city.'Sfhen the building
distances, when I'm not going far on was a power station that huge area 6.8 ('])
holiday, I prefer to use my motorbike. was the turbine hall and the M=Monique, D=Duncan
For me it's the most enioyable way to architects decided to keep it as a D Hello.
travel. To get to work I go by train or huge space. The Mus6e d'Orsay's M Helio. Is that Duncan Ross?
motorbike. Going by train ts more got an enormous hall as well, D Yes, speaking.
expensive, of course. I could go by bus almost as long as the Tate's, which M Oh, hello, Duncan. It's Monique
but it's the slowest way because of all the was the area where the trains and Bresson here. I'm very sorry, I'm
traffic, so I don't use buses. I don't have a platforms were when it was a afraid I can't manage our meeting
car but I've got a bike and I use it to go station. Now it's ideal as an on Tuesday - I have to go to Rome.
to my local sports club and to go cycling exhibition space for an art museum. Could we arrange another time?
with friends. I It's interesting that the museums are D Oh, what a pity. But yes, of course.
'When are you free?
similar in other ways, too - their
6.5 Cil locations, for example ... M Is Thursday the 17th possible for
1 Your attention, please. lfill E Yes, it's true. They're both on the you?

Mr Carlos Siga, travelling on a banks of rivers and the advantage D No, I'm afraid I've got another
for visitors is that you get wonderful appointment then.'!(hat about
connecting flight to Dubai, please
views from them. From the Mus6e Friday the 18th?
go to the British Airways
information desk. d'Orsay you can see the River Seine M Yes, I can make it on the 18th.

2 May I have your attention, please. in front and the Louvre and the D Excellent. So, the same time and
'Will Tuileries Gardens opposite. From place? One thirty, at the Riverside?
Mr and Mrs Harcon, the last
remaining passengers travelling to Tate Modern you've got a great M Yes. Thank you, Duncan. And I do
view of the River Thames and St apologize.
Madrid on Flight IB3615, please go
immediately to Gate 14 where the Paul's Cathedral opposite. And now D lt's no problem at all. Have a good
there's a new bridge for pedestrians trip to Rome. See you on Friday .. .
aircraft is waiting to depart.
3 We are now ready to board. Would so you can get to St Paul's Cathedral
passengers in seat rows 15 to23 on foot, by walking straight across
board first. Please have your the river.
boarding cards and passports ready. I Or to Tate Modern if you come
4 This is a security announcement. from the other side.'!7ell, thank you
Passengers are reminded that they very much, Erica, for describing
must keep their bags with them at these two museums - it's been really
all times. Any unattended luggage interesting . ..
may be taken away and destroyed.

LrsrENrNG SCRIPTS I tOO


Unit 7 I So you're optimistic about the bonuses - that sort of thing. In
future of Fairtrade ? many companies only the top
z.r (,,? H Yes, there's still a lot to do but I'm people get these benefits, but in the
I=Interviewer, H= Harriet Lamb optimistic. best companies everyone gets them,
I Harriet, can you tell us first, when I Thank you, Harriet, and I hope .. . not iust the people at the top. There
did the idea of Fairtrade start? are also other benefits like free
H Well, in the UK, it started in L992, 7.2 Gl meals at lunchtime, and quite a lot
but the first country to have Example 1 of companies have fitness centres
Fairtrade was the Netherlands - that a Carla hasn't left. and make sure their employees
was in 1988. Today 90'/" of Dutch b I think she has. spend some time in them every day!
supermarkets sell Fairtrade coffee. Example 2 P Sounds like a very good idea. What
Since 1988 Fairtrade has expanded a Have sales increased? about working hours - flexitime, for
into many other countries. b No, they haven't. example?
I How many countries? M The survey shows that the best
H At present it's in seventeen 7.3
1
fi
The company has expanded.
companies in the UK give staff more
countries, mostly in western Europe freedom about when they work so
but also the USA, Canada, 2 Has it made a lot of changes? they have flexible working hours,
Australia, New Zealand, and Japan. 3 No, it hasn't. and if an employee wants to change
And Fairtrade has just started in 4 Their prices have increased. from full-time to part-time work
eastern Europe, with Hungary as 5 l'm sure they haven't. then that's not a problem.
the first country. 6 I think they have. So the best companies are more
$7hat was the reason [or starting 'f" -i l-,_r,;.-.1 t.,, )
Fairtrade ? 7.4 6') M Yes, in many cases they are, and
H The reason was to help some of the 1 Has she made any progress?
today it's important for a company
pooresl people in the world ger a 2 I'm sure she has.
to be family-friendly, especially
fair price for their crops. In recent 3 I hope they haven't forgotten the
companies who employ more
years the price of coffee, cocoa, and meering.
women.
bananas has fallen but the cost of 4 Do you think they have?
\7hat about a crdche for staff with
growing them has risen. This has 5 Have they finished the work?
babies or young children?
been a disaster for people in the 6 They haven't started it yet!
M Only two of the 50 best companies
Third World. But with Fairtrade, in the survey have a crdche at the
7.5 6)
the producers get a price that covers rWe company, but quite a lot offer staff
sold 100 units in January and sales
the cost of production, plus an extra subsidized places at a local crEche.
remained stable until March when there
'social premium'which they can use \fhere staff pay less than the
was an increase of 107t and sales went up
to improve their living and working normal cost?
to 110. They continued to rise steadily in
conditions. M That's right. The survey also looks
the next two months and reached a peak
Vhat kind of improvements have at company culture and it's
of 145 units in June. In July and August
they made? interesting to see that some of the
they fell slightly, to 140, and there was a
H Oh, they've done so many things. best companies have a very open
further decrease in September, to 130.
They've built wells to give them and democratic company culture.
Sales levelled off at this figure in October
clean water, they've built schools so They treat everyone in the same
and November, and in December we saw
their children can have an way. There are no private offices, no
an improvement to 135.
education, and health centres so executive dining-rooms - everyone
they can get basic health care. eats in the same place, and when
So Fairtrade has made a big
7.6 6) anyone in the company flies, they go
difference to their lives? P=Presenter, M=Markus
economy class. And in these
H Oh, yes. It's made a very big P Good evening and welcome to
companies it's easy for anyone to
difference. It's really changed their tonight's 'Working Weeft. As usual,
meet and talk to the company's chief
lives. we begin with one of the week's
executive.
And what about the sales of most interesting business stories.
Do you think this is the model for
Fairtrade products. Have they Markus, what are you going to te1l
all companies in the future?
rrc qhnrrf tnnioht)
increased ? M Maybe. This kind of very open
H Yes, they have, especially in the last M !7ell, this week we've had the latest
culrure is common in American
five years. For example, in the UK survey on the best companies to
companies, but I think a company's
sales went up by 50% in 2001. But work for in the UK - so that's our culture depends on its nationality
we need a much bigger market. At topic today.
and on the country it's in.
present producers can only sell a P Right. Does the survey teil you what \X/ell, thank you, Markus, for that
very small percentage of what they makes a company one of the best?
look at the best companies to work
grow to Fairtrade because the M Well, it shows that the best
for. And if you'd like to tell us your
market is still very small. companies to work for have quite a
views on what makes a company
How much more does Fairtrade lot of things in common. And of
a one of the best you can phone us on
product cost? course these include things like
020 43687665 or email us via our
H Usually about 10 to 20o/" more than good pay and holidays, and
website which is
the average price. But sales are opportunities for career
www.radio6.com,/work i ngweek.
increasing and this shows more and development. Then there are the
And now it's time for our round-up
more people are willing to pay a bit company benefits like private
of this week's news ...
extra to help people escape poverty. healrh care. company pension.

170 I lrsrerurNG scRrPTS


7.7 (fir Unit B 8.5 (D
J=James, D=Duncan Now, looking at the differences between
8.1 (,D the groups, you can understand there are
J Sorry I'm 1ate, Duncan. The traffic
was terrible ... In Russia often problems when they do business
D Oh, don't apologize. I'm glad you I lt's important not to give an even together because they have a different
could find time for a meeting. number of flowers as a present idea of what is'normal'. Let me give you
J OK, so you want to discuss how we because Russians only give an even a few examples. People in Linear-active
celebrate the tenth anniversary of numbers of flowers when people die. and Reactive cultures think punctuaiity
'Wine (v 2 Smoking in Red Square, Moscow, is is normal. So they think a southern
Dine,right?
D Yes. First, what do you think about forbidden and you can get a large fine European who arrives ten minutes late is
having the celebration at my castle which you have to pay immediately. rude. But in Multi-active cultures it's
in Scotland, instead of at a London 3 Russians think it's very bad manners normal to be unpunctual.
hotel? to put your coat on the back of your Another example. An American asks a
J Vfeil, in my opinion, Scotland is too chair in a restaurant or a theatre.
Japanese a question. The Japanese
far for people to travel. 4 \fhen it snows, Russians always take doesn't reply so the American asks
D I agree - it's a long way. But I off their outdoor shoes when they go another question. The Japanese rs
thought of chartering a plane from indoors. They offer visitors shoes to surprised. In a Reactive culture like
London. Then we could include wear indoors, but you give a very
Japan's, long pauses in a conversation
travel to Scotland in the invitation. good impression if you take your own are normal. In the other two cultures
'What's indoor shoes with you.
your opinion of that idea? long pauses are uncomfortable, so
J I think it sounds really great! In Japan someone speaks to end the silence. To
D Good. Second, how do you feel t The Japanese consider talking loudly work together without problems people
about celebrating the publication of or showing anger a very rude way to need to understand their differences. If
your new book on Italian wines at behave. In their culture it's important they don't, they may get a bad
the same time? to be calm and to control emotions. impression of the other culture.
J That's a wonderful idea, Duncan! I 2 Il you pour your own drink, they may Another difference is eye contact. For
certainly agree with that. think you are an alcohoiic.
example, a southern European talking to
D I thought you would! Now, we need 3 'Westerners normally stand closer to a Japanese doesn't understand why the
to decide on the programme.'What each other than Japanese people do.
Japanese doesn't look at him but at the
do you think about this idea .. . Japanese people feel uncomfortable if
window behind him. The Japanese is
a foreigner stands close to them.
uncomfortable because the southern
7.8 6? 4 A Japanese communal bath is not for
p=funs21, European looks at him directly. The
J=James washing but for relaxing, so you
reason? In Multi-active cultures there's a
D ... OK, James. Then I suggest you should wash before getting into a
give a talk on Italian wrnes.
lot of eye contact. ln Linear-active
bath in Japan.
cultures less, and in Reactive cultures
J How about having a wine-tasting
very little eye contact at all.
too? 8.2 (D
D Yes, let's do that. Right, that's a very You might have a few probiems, but you The last example I'll give you is people's
full programme on the first day. Do won't have many. different sense of personal space - that's
you have any suggestions for the how close you stand to the person you're
second day? s.3 6) talking to. In Linear-active and Reactive
J lfhy don't we make the second day 1 You should always be punctual, but cultures people stand further away from
more relaxing? Give people an you don't have to be formal. each other. In Muiti-active cultures they
opportunity to socialize, to get to 2 You don't have to wear a suit, but stand much closer. So, for example,
know each other better.'Sfhy not you must wear a tre. when a Brazilian and a Finn are in
stan the day with a champagne 3 You have to get permission first, but conversation together, the Brazilian
breakfast? the managers don't. moves closer but the Finn moves further
D Yes, and we could follow that with a 4 The Japanese may think you rude, away. Each is trying to find the personal
treasure hunt in the garden, with a but the Italians won't. space that is normal for them. And when
bottle of something very special as 5 It's important to be serious at work, they communicate, people in Multi-
the treasure? but not when you're at a party. active cultures use a lot of gestures. In
J Hmm, I'm not sure about that. Linear-active cultures they use some, but
lfhat if it rains? 8.4 (fi) in Reactive cultures almost no gestures
The countries that Richard Lewis gives
D Don't worry, James.'We have at all.
as examples of the three different
wonderful summers in Scotland.
And then people can choose - cultural groups are the USA and 8.6 (D
there's tennis, swimming. golf.
northern Europe for the Linear-active
D=Duncan, M=Monique
group, southern Europe and Latin
J Itr fact everything for a great
America for the Multi-active group, and
D Hello. Duncan Ross.
weekend!
south-east Asia and Finland for the
M Hello, Duncan. It's Monique
D That's right. And we finish with a Bresson. My secretary said you
Reactive group. Of course it's important
big party in the evening. Well, called.
to remember when someone describes
James, I think we've agreed on
different nationalities in this way they're
D Yes. Thank you for calling back. I
everything. All we need now is to wanted to make sure you've
check the guest list, and make sure
not saying every person who lives in a
received the invitation.
we haven't forgotten anyone ...
particular country is the same. They're
giving a general picture, to help people
who are going to another country
understand why things are different.

Lf srENrNG SCRTPTS o t-n


M Yes, I have. Thank you. I'd be Unit 9 Paris and an incredibly strong glass
delighted to accept. for the windscreens of one of the
D Good. Er ... Monique, some friends e.1 (D fastest trains in the world, the
of mine are going to stay at I=Interviewer, O=Oliver Gore Japanese Shinkansen.
Glencross for a few days after the I Oliver, you've written a lot of books I Well, thank you, Oliver.
celebration, and I'd like to invite about the business world including Unfortunately we don't have time to
you to stay, too.'Would you join us several best-sellers. Your latest hear about more of the companies
for four or five days? book, called For Ouer a Century, in your book, but we'll look
M Oh, I'd love to, Duncan, but I'm will be in the bookshops next week. forward to reading about them and
afraid I can't. I've already arranged Can you teli us what it's about? hope this book will be another
to go to Brussels on the 1 8th . . . O Yes, it's about companies that have best-seller for you ...
D Well, would you like to stay until been doing business for more than
the 17th? I'm sure you need a break 100 years, and in some cases much e.2 fil
from your busy schedule. You work l^.o". tho. thot a employer
too much, Monique! I Does that make them the oldest b industry
M You're right. Thank you, Duncan, companies in the world? c development
I'd love to stay until the 17th. O Some of them certainly are. Some of
the oldest companies in the world e.3 ('])
8.7 6-il are family businesses and you find Stress pattern a
J=James, D=Duncan that the same family has been develop, producer, investment,
J Hello. running the business since it started. consumpilon
Hello, James, it's Duncan. How's For example, some wine producers Stress pattern b
everything? I hope you're ready for in countries like France, Italy, and management, company, government
the big event at Glencross! Spain have had the same vineyards Stress pattern c
J Not yet. but there's still rime. for hundreds of years. The oldest industrial, economy, competitor
D James, some friends are going to wine business in France, the
stay at Glencross for a few days ChAteau de Goulaine, has been in s,4 6)
after the celebration. How about the same family since the year 1000,
D=Duncan, C=Carol, Duncan's secretary
joining us? and Barone Ricasoli in Italy has
D (phonel Oh, Carol, can you come
Thanks a lot, Duncan, I'd love to, been producing wine for more than
into my office? lt's about my trip to
but I'm going to be very busy during 850 years. Some famous banks, too, France.
that week. have been in the same family for C Yes, of course . (Carol arriues) So,
D Ah, that's a pity. Monique Bresson generations, although this isn't true you have meetings in Paris on
is going to stay and I know you of the world's oldest bank. Monday and Tuesday.
enjoy her company. I Which bank is that? D Yes. I'll be in Scotland at Giencross
Is she realiy? Then let me think O An Italian bank called Banca dei the week before, so could you book
about it, Duncan. Perhaps I can Paschi di Siena that's been in the me a flight from Edinburgh to Paris,
manage to change a few banking business since 1472, when on Sunday afternoon or evening if
appolntments... possible?
it was founded in Siena. But it is
true of another Italian company, C Right. Shall I book a hotel in Paris?
Beretta, which makes guns for
D Yes, please, for three nights. Then
police forces such as the Italian on \Tednesday I want to travel to
Carabinieri and the French Bordeaux, either by plane or by
Gendarmerie - and for James Bond
train.
and other Hollywood stars, of C Would you like me to get some
course !
information on both?
I How long has Beretta been making D Thank you, I'd appreciate that. I
need to be in Bordeaux by about
guns?
1 p.m. I think the TGV is probably
O It was founded in 1526 so the
Beretta family has been making best. Would you mind checking
guns for nearly 500 years. arrival times of the TGV and
flights?
I That's quite something!
O Sure is. Another company with a
C No, of course not.
long history, but not a family D Right, thanks very much, Caroi.
business, is the French company,
That's all for the moment. I'm not
sure about the trip back yet, but we
Saint-Gobain, which is today the
world's biggest manufacturer of can arrange that later.
glass and building materials. Its
e.5 (D
first project was the glass for the
D=Duncan, C=Carol
famous Hall of Mirrors in Versailles
D lphonel Carol, I'd like to give you
tn 1665, at a time when mrrrors
the other details about my trip to
were more valuable than paintings
France.
by great artists. It's been making
C Yes, fine.
glass since then and has developed
D Right. I need to be back in London
hundreds of products in its long
on the Friday evening. Do you think
history, including more recently the
you could check the times of direct
glass for the Louvre Pyramid in
flights from Bordeaux?

172 a LTSTENTNG SCRTPTS


C Yes, certainly.'Vfhat about governments in future. I don't know from Bordeaux to London?
accommodation? Do you want me what you think, Eddie? R I'm afraid I don't have any
to book you a hotel in Bordeaux? E Yes, it'll certainly be a problem. And information about Air France
D Thanks, but that won't be as well of medical care,
as the cost flights. I can give you their
necessary. I'm going to stay with there's the cost of paying pensions. I telephone number.
some friends. They've got a little think the biggest probiem will be in C No, don't worry, I think the 14.40
chiteau and some vineyards, and developed countries. I read an flight will be 6ne. Thank you for
they produce some very good wine. article the other day which said that your help. I'11 get back to you later
C Mm, it sounds a lot more enjoyable in 50 years' time, for the first time in to book the flights.
than a hotel. history, there'll be more old people
D Yes, I think it will be. than children in the developed 10.6 6?
countries of the world. That means R=Reservations clerk, French Railways,
the working population will be C=Carol
smaller so there'll be fewer people R Good afternoon, French Railways.
Unit 10 to pay the pensions of all the retired C Good afternoon. I'd like to know
people. Today there are four the times of trains from Paris to
10.1 6) workers for every pensioner - by Bordeaux.
a will 2050 there'Il only be two. R Um ... can you tell me when you
b wheel A So we'Il all have to work ionger? want to travel?
E Yes, I'm sure we will. Most likely C Yes, on a !flednesday. arriving in
10.2 6j) until we're 70 or more. And I don't Bordeaux by about 1 p.m.
1 Are you going to leave? think there'll be a fixed retirement R There is a TGV which arrives in
2 \fhere do you live? age. If you want to work until 75, Bordeaux at exactly 1 p.m.
3 Do sit down. the government won't stop you. C Oh, good. Could you tell me when
4 Do take a seat. T Mm, I can't say I like that idea. it leaves Paris?
5 Would you like some chips? E Nor do I, but if you think about it R Yes, it leaves at 10 a.m.
6 That restaurant is very cheap. the retirement age has stayed the C So the journey takes three hours?
7 Shalllfillyourglass? same for 50 years, but our life R Yes, that's right.
8 Do you feel better? expectancy hasn't. It's gone up quite C And do you know which station it
a lot - so you can see why leaves from?
10.3 fil) governments want to change it. R Yes, from Paris Montparnasse.
1 Is this your key?
T Yes. I can also see that we'll need to C Thank you. Oh, just one more
2 We invited thirty people. iive longer and be healthier and question. Do I need to make a
3 Did you have a good trip? more active because we'll stili have reservation?
4 Is it time to eat? to get up and go to work in our R Yes, it's advisable.
5 Did you sleep well? seventies !
C OK. I'11 check with my boss, then
6 He was very ill. phone you back. Thank you for
10.5 (,D your help.
10.4 6) R=Reservations clerk, British Airways, R You're welcome.
E=Eddie, A=Alma, T=Tonia C=Carol
E According to this newspaper report R British Airways reservations. How
we've got a 507" chance of living to can I help you?
be 100. It seems incredible, doesn't
C I'd like some information about
it? I'm not sure I want to live to be flights from Edinburgh to Paris, on
100. Do you Alma? a Sunday afternoon, please.
A 'Well, if I'm healthy and enioying R Certainly. Let me check. ... OK.
life, why not? People are living There's one flight at 14.45, and two
much longer today. And it's what later flights at 1.6.00 and 18.00
you'd expect because we've got hours. They all involve a transfer at
better heaith care, and we know Heathrow.
more about what we should do to C 'W'hat
time does the first flight
stay healthy. I'm sure that 50 years arrive?
from now there'll be a lot more R At 18.45.
people living to be 100 because life
C Could you repeat that, please?
expectancy is increasing with each R It arrives at 18.45.
generation. What do you think, C And when do the later flights arrive?
Tonia? R The 16.00 gets in at 20.50, and the
T I agree, and yes, it's a good thing 18.00 at 23.05.
that so many older people are C Right, I've got that. Could you tell
healthier and more active today - me the times of flights from
but unfortunately we won't all be Bordeaux to London, travelling on
wonderfully healthy and active at a Friday?
90. Most of us will need more help R One moment, please. .. . Right,
and medical care as we get older, there's just one British Airways
and the cost of providing this will flight daily, leaving at L4.40 and
increase as more of us live longer. I arriving at Gatwick at 15.10.
think that'll be a big problem for C Do you know if Air France flies

LrsrENrNG SCRTPTS o ttS


Unit 1 1 from rhe car parks to the centre, cinemas, and music, and sports and
we'd have less traffic in cities and leisure facilities.
rr.r ft we'd all get around faster. How many cities does the survey
C=Chairman, A=Member of audience, C Nick? cover?
J=John, S=Susanna, D=David, K=Kater N You'd be surprised how many of the M Altogether, 215 cities, in all five
N=Nick people who live in the same area continents.
C 'Welcome to tonight's
discussion travel the same route to work every Quite a lot. So, based on all those
programme, Ask the paneL As usual day, but they all travel in their own factors, which cities come top of the
our panel is here to answer car. Most of the cars on our roads list?
questions from the audience. So let's have only one person in them. If M For overall best quality of life there
have our first question, please. more people travelled in the same are two cities at the top - Vancouver
A If members of the panel were car there'd be a lot less traffic. andZirich, followed by Vienna.
responsible for transporr in towns Companies couid do a lot to help, Then three other cities are very close
and cities, what would they do to too. If they organized car-sharing to Vienna - they're Copenhagen.
reduce the problem of traffic schemes, people from different Geneva, and Sydney.
congestion and poliution? companies could join in. That way So of the top six cities in the list,
C John, would you like to begin? everyone would save money, and four are in Europe?
'We11,
J I think the problem is so bad maybe they'd make new friends, M Right.
in big cities that the only solution is too. P rWhat about cities like Paris and
to follow the example of places like C Right, so quite a few ideas from our London?
Singapore and introduce a system of panel there. Can we have our next M Paris and London are both lower
charges. I'm sure that if we charged question, please? down the ljst. Paris comes thirty-
motorists for driving in city centres, third and London fortieth. In the
we'd reduce traffic congestion. It 11.2 (D same survey a year ago they were
would be very unpopular, of course, a If they don't reply soon, we'll send both higher. I think the main reason
and it certainly wouldn't solve the another letter. they've gone down is because crime
problem completely, but I think it b I wouldn't accept the offer if I were has increased in both cities. If a city
would make a big difference. Then you. does well in most categories but
we could use the money to improve badly in one or two areas, that puts
our public transport system, as 11.3 6) it further down the list. The USA,
Singapore and other cities have 1 If she's late, she'11 miss the plane. for example, has twelve cities in the
done. 2 I'd drive to work if I had a car. top fifty. They do well in many areas
C Susanna? 3 If you come tomorrow, I'11 meet you
- political and economic situation,
S I think the only way to reduce traffic at the airport. health care, sport and leisure
congestion in our cities is to have a 4 !fe'd have fewer problems if we facilities, and so on, but they have
good public transport system. changed the system. more crime so they come lower
People use their cars because they 5 We won't find a solution if we don't down.
just don't have a choice - our public do something quickly. Which other cities do well in the
transport is expensive, inefficient, 6 Ifthey don't get here before six 'best quality of life' category?
and overcrowded, and takes longer o'clock, I won't see them. M Well, in Central Europe, Prague.
than using your car. If we had a 7 They wouldn't leave the company if Budapest, and Warsaw are at the
really good public transport system, there wasn't a problem. top for best quality of life - they
people would use it. Just look at the 8 She wouldn't work if she didn't need were also at the top last year. In
cities that do have good systems - the money. Latin America, Buenos Aires and
they're the ones that don't have all Montevideo are the winners, and in
the traffic jams! 11.4 fi) Asia, Tokyo comes first, followed by
C David, what do you think? P=Presenter, M=Markus
Yokohama.
D I agree with Susanna about public P Good evening and welcome to \fhich cities offer the best choice of
'Working 'Vy'eek.ln an earlier
transport. But there are other ways restaurants and cultural and leisure
we can reduce the number of cars in programme in this series, Markus
facilities ?
cities. For example, encouraging reported on the best companies to
M Not surprisingly this is where Paris
people to use bicycles. Most work for. In this programme, he's
and London do well - in fact they
journeys in town centres are very going to tell us about the results of
come right at the top here, together
short, just a few kilometres. \7e'd the latest survey on the best cities to
with Sydney and three cities in the
have less congestion if more people Iive in. Markus, which cities are the
USA - New York, Los Angeles, and
used bikes for short journeys. You'd winners in this survey? rWashington DC.
'Weil,
need special cycle lanes, though, to M first I should explain that the
Right, weil, thank you for that
make cycling safer, but if cycling survey looks at a lot of different
Markus. And let's hope not all our
was safer, more people would travel categories to decide which cities
listeners are going to get on the next
that way, I'm sure. offer the best quality of life. These
plane to Vancouver or Ziirich! Now
C Are you in favour of bikes, Kate? include areas like public transport,
it's time to move on to our round-up
K \fell, bikes aren't much good when traffic problems, pollution, and
of this week's business stories from
it rains. If I were responsible for crime. It also includes the political
around the world ...
transport, I'd ban private cars from and economic situation, schools and
city centres and have lots of free car education, and health care. And the
parks outside the centre. If we did things we enjoy - restaurants,
that, and had a good bus service cultural facilities like theatres,

174 a LTSTENTNG SCRTPTS


11.5 (D Unit 12 company is having problems finding
1 I'm sorry. I didn't catch your name. enough goats for all its customers.
2 How about a drink? 12.1 6l
'Were
Report B
3 You're from Spain, aren't you? a any products exported in April? Australia has started selling camels to
4 Sorry I'm late. b How are the engines assembled? Saudi Arabia. So far 120 camels have
5 Can I get you something to eat? c Two hundred engines have been been sold and the trade is expected to
'We've
6 got a lot of problems at the imported. grow to about 5,000 a year. Camels were
moment. first introduced into Australia from the
7 Thanks very much for your help. 12.2 Gl
Canary Islands in 1840 and this number
8 Have a good weekend. 1 Cork is produced in Portugal.
has grown to about 400,000 today. The
2 Many cork products are exported
camels have been bought by a Saudi
11.6 6;) abroad.
Arabian client.
1 I'm sorry. I didn't catch your name. 3 Champagne was invented in the 18th
It's Simon. Simon Grant. century. (rr?
4 12.5
2 How about a drink? Experts are worried about increasing
P=Pierre, D=Duncan, A=Anne-Marie,
Not at the moment, thanks. sales of plastic stoppers.
M=Monique, J=James
3 You're from Spain, aren't you? 5 A lot of money has been spent on
Dialogue 1
Yes, that's right. improving quality.
4 Sorry I'm late. 6 Cork is used for insulation in rocket
P Duncan, we really must leave now
or we'll miss our plane back to
Don't worry. englnes.
Bordeaux. Thank you for inviting
5 Can I ger you something to eal?
us, we've had a wonderful time.
Thank you. That would be very nice. 12.3 6])
6 'We've
got a lot of problems at the Report 1
D I'm glad you enjoyed it. And thank
A British company reports that its profits you for inviting me to stay with you.
moment.
have increased by 200o. since it I'm really looking forward to it.
Oh, I'm sorry to hear that.
7 Thanks very much for your help. introduced a new policy of being nice to A And so are we. Goodbye, Duncan.
See you next week in Bordeaux.
Not at all. its staff. When they arrive at work every
8 Have a good weekend. morning, staff get a hug from the boss. D Goodbye, Anne-Marie, Pierre. Have
Music is played in the office and no one a good flight.
Thanks. The same to you.
works on their birthday. Every two Dialogue 2
11.7 weeks there are social activities where M Duncan, thank you very much for
6) your hospitality. I really appreciated
1 May I use your phone? everyone gets together. The new policy
rt.
2 Have a good holiday. has been welcomed by the staff. They
3 Could I ask you something? think a hug from the boss is an excellent D !7ell, I'm very pleased you agreed to
stay a few more days. You must
4 I'm sorrn I've got the wrong number. way to start the day and say everyone is
come and stay whenever you like.
5 Thanks for the lovely flowers. more relaxed and friendly. and their
6 Someone stole my car last nighr. company has become a great place to M Thank you, I promise I will. So,
goodbye, Duncan. See you in
7 Do you mind if I join you? work.
8 I'm getting married tomorrow. London on the 22nd.
Report 2
D Yes, I'll ring you next week to fix the
Forty-seven university graduates who
11.s (fir were given jobs by two UK companies
time. Goodbye, Monique.
1 May I use your phone? Dialogue 3
have now been offered 15,000 to spend
Yes, of course. D 'Well, James, thanks for ail your help
a year travelling round the world before
2 Have a good holiday. organizing the'Vline 6 Dine
they start work. The graduates were
Thanks. You, too. celebration, and congratulations -
offered jobs before the two companies
3 Could I ask you something? everybody was very impressed by
agreed to join together and become one
Yes, go ahead. your book. I think you should write
company. The new company now finds it
4 I'm sorrn I've got the wrong number. another one!
has more staff than it needs, but it wants
Don't worry. J Yes, I'll think about it. Er, Duncan,
to keep the graduates because it believes
5 Thanks for the lovely flowers. you're meeting Monique in London
it will need more people in a year's time.
Don't mention it. on the 22nd?
So far, the offer has been accepted by five
6 Someone stole my car last night. D Yes, to discuss the French edition of
of the forty-seven graduates and the 'Wine (t
I'm sorry to hear that. Dine.Moniqrte has agreed
company hopes it will be accepted by
7 Do you mind if I join you? to do all the translation work.
two more.
Not at all. J Oh, good. I thought .. . well . ..
8 I'm getting married tomorrow. D Don't worry, James, it's strictly
12.4 Ql business. Although I must say
Congratulations.
Report A Monique's a very attractive and
For the first time, goats have been used interesting person!
to help reduce the risk of fires in San
Francisco, California. Four hundred
J Yes, I know. that's the problem.
Well, I must be off. I'm driving
goats have been put in areas where Monique to the airport. Thanks a
machines can't be used and where the lot, Duncan. Everything was great.
dry grass easily catches fire in hot D Bye. James. and don't forget to
weather. The company that rents out the think about that second book, not
goats says they offer a better solution just your social life! Bye, James.
than other methods. Business has Bye, Monique.
doubled in the last five years, and the

LTSTENTNG SCRTPTS o t-tS


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